Chapter 3 Resources - PC\|MACimages.pcmac.org/SiSFiles/Schools/AL/ChiltonCounty/JemisonHigh... · Forsaking the ordinary ways and means of attaining the knowledge ... a series of

$Page 1: Chapter 3 Resources - PC\|MACimages.pcmac.org/SiSFiles/Schools/AL/ChiltonCounty/JemisonHigh... · Forsaking the ordinary ways and means of attaining the knowledge ... a series of$
82A

Chapter 3 Resources

Use Glencoe’sPresentation Plus!multimedia teacher tool to easily present

dynamic lessons that visually excite your stu-dents. Using Microsoft PowerPoint® you can customize the presentations to create your ownpersonalized lessons.

Timesaving Tools

Interactive Teacher Edition Access your Teacher Wraparound Edition andyour classroom resources with a few easy clicks.

Interactive Lesson Planner Planning has never been easier! Organize yourweek, month, semester, or year with all the lesson helps you need to maketeaching creative, timely, and relevant.

™

••

TEACHING TRANSPARENCIESTEACHING TRANSPARENCIESWhy It Matters ChapterTransparency 3

Copyright © by The McGraw-Hill Companies, Inc.

W hy It Matters 3A Nation of Immigrants Chapter

APPLICATION AND ENRICHMENTAPPLICATION AND ENRICHMENTEnrichment Activity 3

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

Name Date Class

★ Enrichment Activity 3 ★★

Protesting the Navigation Acts

(continued)

Publick Occurrences, Both Foreign andDomestick, was the first newspaper pub-lished in America. Richard Pierce printed it,while Benjamin Harris served as editor. Thepaper’s first edition appeared in Boston onSeptember 25, 1690. The journalist said thathe would issue the newspaper “once amonth, or, if any Glut of Occurrences hap-pen, oftener.” Harris did not have thechance to publish a second issue. PublickOccurrences was ordered shut down by thegovernment. British-appointed officialsclaimed that the paper contained “reflectionof a very high order.” They further statedthat the paper was printed without author-ity. There was a warning against future pub-lications of any kind without first obtainingpermission from “those appointed by thegovernment to grant the same.”

The third American newspaper, publishedin August 1721 by James Franklin, wascalled the New-England Courant. WhenFranklin was jailed for writing and publish-ing an editorial that criticized the govern-ment—an act that was considered libelous ordamaging to the government—his 13-year-old brother Ben took over the work of layingtype, printing, and delivering the paper.James Franklin was forbidden to publish any more newspapers. Thus, until 1726 theNew-England Courant was published, claim-ing Ben Franklin as the editor and publisher.

★ ★

DIRECTIONS: You are a newspaper publisher in the colony of Massachusetts. On a separatesheet of paper, write an editorial about the Navigation Acts, or the laws enacted by theBritish government to regulate colonial trade with other countries. Answer the questions onthe next page to help you prepare for your editorial.

Massachusetts Historical Society

Linking Past and PresentActivity 3

Copyright ©

by The M

cGraw

-Hill C

ompanies, Inc.

In colonial America, incarcer-ation was not the usual punish-ment for a crime. Jails wereused just to hold people await-

ing trial or punishment. Punishment for minoroffenses often took the form of shaming, or publichumiliation. The tools of punishment were devicessuch as stocks, pillories, and ducking stools.

The stocks were a hinged wooden frame attached tothe ground with holes to secure the offender’s anklesand sometimes arms. The offender had to sit, confinedin the stocks, for hours or days in all kinds of weather.

A pillory was similar to the stocks, except that thewooden frame secured the offender’s head and arms,holding the person in a bent-over standing position.Being locked in such a position soon became veryuncomfortable.

Stocks and pillories were used to punish a widerange of offenses, including drunkenness, gossip, andnot attending church. The devices were always placedin a public place, such as the town square, to increasethe shame. What’s more, the punishment includedaudience participation. Onlookers pelted the offenderwith rotten fruit, rocks, and verbal abuse.

T H E N

Name Date Class

Linking Past and Present Activity 3

Crime and PunishmentPublic punishment may now

seem barbaric, but it was theaccepted norm until the 1800s.Only in recent times has prison

become the punishment. Today punishment involvesremoving criminals from society for various lengths oftime, depending on the severity of the crime.

Prisons are classified by the amount of control theyexercise over prisoners. Maximum-security prisonshold prisoners who are serving long sentences forfelonies (serious crimes), such as murder and robbery.High walls, severely restricted freedom of movement,and almost constant surveillance characterize theseprisons.

Medium-security prisons hold criminals who havecommitted less serious felonies or misdemeanors, suchas assault or small thefts. Although these prisons havewalls and guards, prisoners may live in dormitories andhave access to educational and athletic facilities.

Minimum-security prisons are the least restrictive.Prisoners here are considered not dangerous andunlikely to try to escape. They committed nonviolentcrimes, such as passing bad checks or cheating ontaxes.

Our Constitution safeguards the civil rights ofaccused people. It requires equal treatment under thelaw and forbids authorities from “depriving people oflife, liberty, or property without the due process oflaw.” It also forbids the use of cruel and unusual pun-ishment. However, this prohibition does not forbidcapital punishment (executions).

N O W

CRITICAL THINKINGDirections: Answer the questions below on a separate sheet of paper.

1. Predicting Consequences If the stocks or pillories were used to punish similar offenses,how could this punishment result in unequal treatment of offenders?

2. Identifying Alternatives Do you think public humiliation, in some form, could be amore effective punishment than prison today for some offenses? If so, what forms wouldyou suggest and for what offenses?

Primary Source Reading 3

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

Name Date Class

Primary Source Reading 3-1 ★ ★ ★ ★ ★ ★

(continued)

Forsaking the ordinary ways and means of attaining the knowledge of ourreligious duty, viz. natural reason and the written word of God; and substi-

tuting in their place our own conceits of immediate revelations by certainimpulses, motions, or impressions of the Holy Spirit on our minds, withoutany rational objective evidence, or clear and sufficient proof;—this is properand direct enthusiasm, in the bad sense of the word to which it is now com-monly restricted. And of all religious maladies, this is the most desperate andhardest to be subdued. If the case be atheism, paganism, or deism, it is stillwithin the reach of all the arguments and conclusions of natural reason, andwhich have been often, in such case, practiced with success; or if the case beJudaism, Mahometism, or Popery, it is within the reach of all the argumentsand conclusion of reason and revelation also;—but if it be ENTHUSIASM, it isout of the reach of all these, the alone means in human power, wherewith toattempt a remedy. For if once man be settled in this Way; when once theycome to place strong conceit or imagination in the chair of reason, and tosubject the standing oracles of God, to the fancied immediate revelations ofhis Holy Spirit to them; they straight assume the airs of infallibility upon you.If you’ll hearken to their dictates, it is well; but if not, what have they todo with your carnal reasonings, or senses of scripture? For they have God

The Great AwakeningAbout the SelectionIn the 1730s and 1740s, the Great

Awakening swept through the colonies. Themain beliefs of this religious revival werethat people could not be saved by theirgood works. Instead, they must be bornagain in the spirit (known as the doctrine ofregeneration), and they must experiencethis rebirth through the heart, not the mind.Many who heard the powerful preacherGeorge Whitefield described how theirhearts were changed by the experience.Many people, however, criticized the GreatAwakening because it seemed to ignore themind. In this excerpt from his “TwoSermons on Regeneration,” the SouthCarolina minister Alexander Garden criti-cizes Whitefield’s followers.

★

Reader’s Dictionary

carnal: natural and physicaldeism: the view that God created the universebut does not play a role in human historydictates: beliefs and ordersinfallibility: unable to be wrongMahometism: outdated word for Islammaladies: diseasesPopery: Catholicism (often meant as a slur)viz.: namely

GUIDED READINGAs you read, note how Garden describes

the basis of belief for those who followWhitefield. Then answer the questions thatfollow.

★ ★

The following standards are highlighted in Chapter 3:Section 1 III People, Places, and Environments: E, G, HSection 2 I Culture: A, DSection 3 IV Individual Development and Identity: C, E, GSection 4 IX Global Connections: A, F

Meeting NCSS Standards Local Standards

Time Line Activity 3

1741 Advertisesthe Franklin Stove

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

Name Date Class

Benjamin Franklin—The Early Years

Time Line Activity 3★

DIRECTIONS: Read the time line about Benjamin Franklin. Then use the information on thetime line to fill in the blanks below.

In the years before becoming a great statesman and political leader, Benjamin Franklin

was an integral part of life in the colonies. He was born in Boston, Massachusetts,

in (1) , the youngest son of Josiah and Abigail Franklin. In

(2) , when he was 12 years old, he began an apprenticeship with his

brother James in a printing shop. Five years later, Franklin left his family and ran away to

(3) . In 1728 he opened his own (4) in

Philadelphia. By the next year, (5) , Franklin was the sole owner and

publisher of the Philadelphia Gazette.

Franklin was very involved in his city and community. In 1731 he founded the first

(6) . Although it was private rather than public, it was the first of its

kind in the country. In (7) he further helped his community by found-

ing the Union Fire Company. And in 1737 Franklin was appointed (8)

of Philadelphia.

In addition to his printing and involvement in community affairs, Franklin was also a

scientist and inventor. In 1741 he first advertised his (9) . And in

(10) he performed his famous electrical experiment with a

(11) .

1706 BenjaminFranklin is born.

1705 1720 1730 1740 1755

1718 Apprenticesin a printing shop

1728 Opens aprinting office

1731 Founds firstlending library

1723 Runs awayto Philadelphia

1736 Founds theUnion Fire Company

1729 Owns and publishesPennsylvania Gazette

1752 Performs kiteexperiment

1737 Appointedas Postmaster

Critical Thinking SkillsActivity 3

Copyright ©

by The M

cGraw

-Hill C

ompanies, Inc.

Name Date Class

LEARNING THE SKILLPersonal viewpoints, attitudes, or opinions that people bring to a subject are called

biases. These viewpoints affect their judgment on many topics. For this reason, ideaspresented as facts may actually be opinions. Detecting bias allows you to assess theaccuracy of the information you receive.

Use the following guidelines to help you detect bias:

• Identify the presenter’s purpose.

• Determine whether the words appeal to the emotions rather than state facts.

• Identify any exaggerations or generalizations. Watch for words such as all,never, best, worst, and most.

• Examine the writing for imbalances in the information—leaning only to oneviewpoint and failing to provide coverage of other viewpoints.

• Watch for opinions stated as facts.

• Determine whether the presenter expresses a preference for a person, group,or idea.

PRACTICING THE SKILLDIRECTIONS: Read the excerpt below from Michel-Guillaume-Jean de Crèvecoeur’s LettersFrom an American Farmer, a series of essays describing life in colonial America just before theoutbreak of the Revolutionary War. In the excerpt, Crèvecoeur imagines the thoughts of “anenlightened Englishman” newly arrived in America. Then answer the questions that follow.

He is arrived on a new continent; a modern society offers itself to his contemplation, differentfrom what he had hitherto seen. It is not composed, as in Europe, of great lords who possesseverything, and of a herd of people who have nothing . . . . [In rural America], on a Sunday, he seesa congregation of respectable farmers and their wives, all clad in neat homespun, well mounted, orriding in their own humble wagons. There is not among them an esquire, saving the unletteredmagistrate. There he sees a parson as simple as his flock, a farmer who does not riot [e.g., liveextravagantly] on the labor of others. We have no princes, for whom we toil, starve, and bleed; weare the most perfect society now existing in the world.

1. What might have been Crèvecoeur’s purpose in writing this material?

2. What bias is expressed in the excerpt?

3. What words or phrases in the excerpt indicate Crèvecoeur’s bias? (Look for exaggera-tions or opinions stated as facts.)

4. Does Crèvecoeur express a preference for (or aversion to) any specific groups or ideas?Explain your answer.

Critical Thinking Skills Activity 3 Detecting Bias

REVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENTReteaching Activity 3

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

Colonial Ways of Life, 1607–1763

The climate and geography of the Southern, Middle, and Northern colonies affected theeconomic base of each region. The economy in turn influenced the development of uniquesocial class distinctions in each area. The Puritan New England township model introducedthe democratic ideals that led to the American Revolution, while the Southern plantationsociety contributed to the eruption of the American Civil War.

DIRECTIONS: Outline the unique social hierarchies of each region below. Start with the topgroup in the social system. Briefly describe the role of each class in the society. (There may bemore than one group at each level, as the chapter indicates.)

Name Date Class

Reteaching Activity 3★

Southern Colonial Urban Middle ColonyPlantation System Society Farm Society

1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4.

5. 5.

Critical Thinking How did the demand in Europe for certain American products contributeto the formation of one of these social hierarchies: (A) the Southern plantation system, (B) thecolonial urban society, or (C) the Middle Colonies’ farm society?

Planter elite (Southern gentry)—wealthy land-owners who were thegovernment representatives, militiacommanders, and judges

Vocabulary Activity 3

Copyright ©

by The M

cGraw

-Hill C

ompanies, Inc.

Name Date Class

Colonial Ways of Life, 1607–1763

DIRECTIONS: Circle the term that best fits each description. Then answer the questions at thebottom of the page on a separate sheet of paper.

1. Skilled worker, such as a carpenter, mason, or glassmaker

A. selectmen B. entrepreneur C. artisan

2. A set of ideas about the economy, which emphasize a country selling more goods than it buys

A. capitalism B. mercantilism C. triangular trade

3. Someone who invests money in new businesses

A. capitalist B. entrepreneur C. selectman

4. The men who were elected annually to manage colonial town affairs and appoint otherofficials in the town

A. selectmen B. entrepreneurs C. representatives

5. The rights to life, liberty, and property, which John Locke asserted all people are born with

A. individual rights B. natural rights C. birth rights

6. Credit slips English merchants gave planters for their sugar

A. credit vouchers B. merchant bills C. bills of exchange

7. The difficult journey enslaved Africans endured in crossing the Atlantic to America

A. Middle Passage B. Northwest Passage C. Atlantic Passage

8. A three-way trade that exchanged goods between American merchants and two partners

A. triangular exchange B. Columbian Exchange C. triangular trade

9. A gathering of men to discuss problems and elect town leaders that developed into local town government

A. town assembly B. town meeting C. house of burgesses

10. A set of laws in Virginia that formally regulated slavery and established the relationshipbetween enslaved Africans and free people

A. black code B. slave code C. freedmen’s code

11. Businesspeople who risk their money by purchasing goods to resell at a profit

A. furnishing merchant B. artisan C. entrepreneur

12. Explain how rationalism related to the Enlightenment.

13. Use the terms pietism and revival to describe the Great Awakening.

14. Write a paragraph about the society and economy of the South in the 1700s using thefollowing terms: cash crop, plantation, indentured servant, gentry, subsistence farming.

Vocabulary Activity 3★

Graphic Organizer 3

Graphic Organizer 3:

Web Diagram


82B

Chapter 3 Resources

The following Spanish language materials are available in the Spanish Resources Binder:

• Spanish Guided Reading Activities• Spanish Reteaching Activities• Spanish Quizzes and Tests• Spanish Vocabulary Activities• Spanish Summaries• The Declaration of Independence and United States Constitution

Spanish Translation

SPANISH RESOURCESSPANISH RESOURCES

The following videotape program is available from Glencoe as a supplement to Chapter 3:

• Benjamin Franklin: Citizen of the World (ISBN 1-56-501426-X)

To order, call Glencoe at 1-800-334-7344. To find classroom resources toaccompany many of these videos, check the following home pages:A&E Television: www.aande.comThe History Channel: www.historychannel.com

R

R

ASSESSMENT AND EVALUATION

Vocabulary PuzzleMaker CD-ROMInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMAudio ProgramAmerican History Primary Source Documents Library CD-ROMMindJogger VideoquizPresentation Plus! CD-ROMTeacherWorks™ CD-ROMInteractive Student Edition CD-ROMGlencoe Skillbuilder Interactive Workbook CD-ROM, Level 2The American Vision Video ProgramAmerican Music: Hits Through HistoryAmerican Music: Cultural Traditions

MULTIMEDIAMULTIMEDIA

Chapter 3 Test Form B

Chapter 3 Test Form A

ExamView® Pro Testmaker CD-ROM

Standardized Test SkillsPractice Workbook Activity 3

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

DIRECTIONS: Matching In the early colonial era, New England produced few productsthat England wanted, but England produced many products that settlers wanted. Theonly way colonial merchants could acquire the English goods that settlers wanted was tosell New England’s products somewhere else in exchange for goods that Englandwanted. Match each item listed below to the appropriate letter in the diagram. One itemappears twice in the list because it should appear twice in the diagram. (4 points each)

1. manufactured goods

2. the Caribbean

3. sugar or bills of exchange

4. fish, lumber, and meat

5. sugar or bills of exchange

DIRECTIONS: Matching Match each item in Column A with the items in Column B. Writethe correct letters in the blanks. Some items in Column B will be used more than once.(4 points each)

Column A

6. were known as the Pennsylvania Dutch

7. most headed first to Pennsylvania and then migrated westto the frontier

8. lived mostly in the Southern Colonies

9. first arrived in the colonies in New Amsterdam

10. came to Pennsylvania looking for religious freedom

DIRECTIONS: Multiple Choice Choose the item that best completes each sentence oranswers each question. Write the letter in the blank. (4 points each)

11. From the earliest days of settlement, the Southern Colonies developed aneconomy based onA. manufacturing. C. commercial agriculture.B. fishing. D. shipbuilding.

12. In the early 1700s, the size of plantations began to increase as wealthierplanters in Virginia and MarylandA. switched from growing tobacco to growing rice.B. switched from indentured to slave labor.C. bought more land from the government.D. took more land from the Native Americans.

Name �� Date �� Class ��

Score★ ScoreChapter 3 Test, Form A

(continued)

Colonial Ways of Life

Column B

A. Germans

B. enslaved Africans

C. Scots-Irish

D. Jews

NewEngland

EnglandB.

A.E.

C.D.

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (4 points each)

Column A

1. used to make blue dye for cloth

2. required intensive manual labor to grow

3. the South’s first successful cash crop

4. enslaved Africans were brought to South Carolina tocultivate a new type of this crop

5. a subsistence crop for farmers of New England and theSouthern backcountry

6. unsuccessfully grown in New England because the soilwas too poor

7. dried to feed livestock during the New England winters

8. brought prosperity to New England

9. used to make candles, perfume, and buttons

10. the main cash crop of the Middle Colonies

DIRECTIONS: Multiple Choice Choose the item that best completes each sentence oranswers each question. Write the letter in the blank. (4 points each)

11. Many indentured servants who came to the Chesapeake region did notacquire their own land becauseA. they could not afford the cost of tools, seeds, and livestock in addition to the

survey and deed.B. not much land was offered for sale.C. they preferred to become tenant farmers and work for a wage.D. new laws kept them from gaining their freedom.

12. To many English settlers in the early 1600s, enslaving Africans wasacceptable at first becauseA. the Africans were not white. C. the children of enslaved Africans were

often freed.B. the Africans were poor. D. the Africans were not Christians.

13. Select the choice below that best completes the analogy shown in the graphic.A. sawmillsB. harborsC. fishing boatsD. towns


Score★ ScoreChapter 3 Test, Form B

(continued)

Colonial Ways of Life

Column B

A. rice

B. indigo

C. tobacco

D. corn

E. fish

F. wheat

G. apples

H. whales

The South self-sufficientplantations

Puritan NewEngland

is to…

AS

is to…

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

Name __________________________________ Date ____________________ Class ____________

ACTIVITY 3Interpreting Primary Sources

Standardized Test Practice

Social Studies Objective: The student will locate and use primary and secondary sources such as computersoftware, databases, media and news services, biographies, interviews, and artifacts to acquire informationabout the United States.

Original records of events made by eyewitnesses are known as primary sources. Primarysources include letters, journals, autobiographies, legal documents, drawings, photographs, maps,and other objects made at the time. Each primary source can give some kinds of information butdoes not necessarily give a complete picture of an event. For example, a letter from an immigrantmight describe in detail the events of the difficult journey, but might not tell you how many peopleimmigrated.

★ Learning to Interpret Primary SourcesUse the following guidelines to help you interpret primary sources.

• Determine the origin of the source (thesource’s author) and when and where thesource was written.

• Analyze the data for the main idea orconcepts as well as supporting ideas.

• Learn what data is provided and what data ismissing or needed for a full understanding ofthe concept.

• Consider the author’s personal beliefs andattitudes.

★ Practicing the SkillRead the selection below and complete the activity that follows.

Colonial merchant ships followed regulartrading routes. Some ships went directly from thecolonies to England and back. Others followedwhat came to be called the triangular trade routesbecause the routes formed a triangle. On one leg ofsuch a route, ships took fish, grain, meat, andlumber to the West Indies. There the ship’s captaintraded for sugar, molasses, and fruit, which he thentook back to New England. Colonists used themolasses and sugar to make rum.

The rum, along with manufactured goods,was then shipped on the next leg of the route—

to West Africa. It was traded for Africans whohad been captured by slave traders. On the finalleg of the route, the ships carried the Africansback to the West Indies, where planters were inneed of workers. With the profits, the captainbought more molasses and sugar to sell in thecolonies. A later route brought enslaved WestAfricans directly to the American colonies.

The most inhumane part of the triangulartrade route, shipping enslaved Africans to theislands of the West Indies, was known as theMiddle Passage.

Triangular Trade

Performance AssessmentActivities and Rubrics 3


Use with Chapter 3

Colonial Life

BACKGROUNDIn the 1700s, changes were taking place in Europe that greatly affected

American society. One cultural movement, the Enlightenment, stressed solvingproblems through reason instead of relying on the church. This was also known asrationalism. Another movement, the Great Awakening, stressed praying and anemotional union with God. This view became popular among farmers, workers,and slaves. During this time, the population of the American colonies was growingrapidly. On average, a colonial woman gave birth to seven children, but it was notuncommon for some women to have as many as fourteen children. The legal statusof women continued to improve. Although there were still legal limitations to whatwomen could do, many colonial women operated businesses. People were also liv-ing longer because of improved housing, better sanitation, and advances in medi-cine. Many immigrants arrived in the colonies during this period as well. Germanimmigrants, who were interested in religious freedom, settled in Pennsylvania. TheScots-Irish came to America to escape rising taxes, poor harvests, and religious dis-crimination. Jews arrived in New Amsterdam and later moved throughout thecolonies. They, too, were seeking an opportunity to practice their religion. However,there were also many unwilling immigrants to the colonies. These were enslavedAfricans who had been forcibly brought to America. Most of these Africans lived onplantations in the Southern Colonies, where they were made to work for the planta-tion owners. Many Africans developed ways to fight back against slavery. Someresisted by running away or by using passive resistance. Others banded together toattack overseers.

TASKYou have been asked by a publishing company to create a chart for a history book

that will be read by high school students. The subject of the chart is colonial life inthe 1700s. Your chart will include written information and visuals under the headingsof Family Life, Immigrants, Africans, and Cultural Movements. Under each heading,you will include information on the economic, cultural, and social factors that con-tributed to life in colonial America. You will also include visual elements to makeyour chart more appealing. Visuals may include drawings or graphs. You will presentyour chart on poster board.

AUDIENCEYour audience is high school students.

PURPOSEThe purpose of this activity is to give you experience in organizing information in

chart form and to summarize the issues affecting colonial life in the 1700s.

★

★

★

★

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

★ Performance Assessment Activity 3

HISTORY

Use our Web site for additional resources. All essential content is cov-ered in the Student Edition.

You and your students can visit tav.glencoe.com, the Web site compan-ion to the American Vision. This innovative integration of electronicand print media offers your students a wealth of opportunities. Thestudent text directs students to the Web site for the following options:

• Chapter Overviews • Student Web Activities• Self-Check Quizzes • Textbook Updates

Answers to the student Web activities are provided for you in the WebActivity Lesson Plans. Additional Web resources and Interactive TutorPuzzles are also available.

http://www.tav.glencoe.com

http://www.aande.com

http://www.historychannel.com

82C

Chapter 3 Resources

SECTION 1The Southern Colonies1. Describe the Southern economy and

the plantation system.2. Outline the development of slavery

in the South.

SECTION 2New England and the MiddleColonies1. List the geographical conditions that

determined the economy of the NewEngland Colonies.

2. Summarize how life in the MiddleColonies differed from life in theNew England Colonies.

SECTION 3The Imperial System1. Describe mercantilism and its effect

on the relationship between thecolonies and England.

2. Explain how the Glorious Revolutionin England affected the colonies.

SECTION 4A Diverse Society1. Summarize the plight of enslaved

Africans and explain their methodsof resistance.

2. Explain how the Enlightenment andthe Great Awakening affected thecolonies.

Assign the Chapter 3 Reading Essentials and Study Guide.

Blackline Master

Poster

DVD

Videocassette

Transparency

Music Program

CD-ROM

Audio Program

Daily Objectives Reproducible Resources Multimedia Resources

*Also Available in Spanish

SECTION RESOURCES

Reproducible Lesson Plan 3–1Daily Lecture and Discussion Notes 3–1Guided Reading Activity 3–1*Section Quiz 3–1*Reading Essentials and Study Guide 3–1Performance Assessment Activities andRubrics




Daily Focus Skills Transparency 3–1Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROMTeacherWorks™ CD-ROMAudio Program

Daily Focus Skills Transparency 3–2Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROMTeacherWorks™ CD-ROMAudio ProgramAmerican Music: Hits Through History

Daily Focus Skills Transparency 3–3Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROMSkillbuilder Interactive Workbook, Level 2TeacherWorks™ CD-ROMAudio Program

Daily Focus Skills Transparency 3–4Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROMTeacherWorks™ CD-ROMVocabulary PuzzleMaker CD-ROMAudio Program

82D

Teacher’s Corner

The following articles relate to this chapter.

• “The Cruelest Commerce: African Slave Trade,” September1992

• “David Thompson,” May 1996• “Portugal’s Sea Road to the East,” November 1992• “Treasure from the Silver Bank,” July 1996

INDEX TONATIONAL GEOGRAPHIC MAGAZINE

NATIONAL GEOGRAPHIC SOCIETYPRODUCTS AVAILABLE FROM GLENCOE

To order the following products for use with this chapter, contact your local Glencoe sales representative, or call Glencoe at 1-800-334-7344:

• PicturePack: Colonial America (Transparencies)• PictureShow: Colonial America (CD-ROM)

ADDITIONAL NATIONAL GEOGRAPHICSOCIETY PRODUCTS

To order the following, call National Geographic at 1-800-368-2728:

• Millennium in Maps Series: Colonization and Trade in theAmericas

Access National Geographic’s Web site for current events,atlas updates, activities, links, interactive features, andarchives.www.nationalgeographic.com

KEY TO ABILITY LEVELS

Teaching strategies have been coded.

L1 BASIC activities for all studentsL2 AVERAGE activities for average to above-average

studentsL3 CHALLENGING activities for above-average students

ENGLISH LANGUAGE LEARNER activitiesELL

Chapter 3 Resources

• American Music: Cultural Traditions• American Art & Architecture• Outline Map Resource Book• U.S. Desk Map• Building Geography Skills for Life• Inclusion for the High School Social Studies Classroom

Strategies and Activities• Teaching Strategies for the American History Classroom

(Including Block Scheduling Pacing Guides)

ADDITIONAL RESOURCES FROM GLENCOE

Activities that are suited to use within the blockscheduling framework are identified by:

Erin BarrettLexington High SchoolLexington, MA

Enlightenment ThinkersAsk students to come up with a list of grievancesabout the school. With the students, weed out anyillegal issues or silly grievances. Combine similarcomplaints into one.

Then ask the class to agree on one issue that needsto be changed. Allow for ample time for them todebate and discuss together. Tell them that the issuethey agree on must be within the control of the prin-cipal to change. Once they agree on an issue, workthrough the process of their choosing a representa-tive to take the issue to the school principal.

Next create a hypothetical scenario in which the stu-dent representatives present their issue calmly andthoroughly, but the principal disdainfully dismissestheir complaints. Explain that their feelings of beingunfairly dismissed stem from their living in a countrythat is built on Enlightenment principles. Discussthose principles.

From the Classroom of…

http://www.nationalgeographic.com

▲

82

Colonial Ways of Life 1607–1763

1619• First Africans

arrive in NorthAmerica viaDutch traders

1642• English

Civil War begins

Why It MattersAn agricultural society developed in the American colonies. In the South, a large

number of Africans were enslaved for plantation labor. In the North, commerce took hold, and England’s trade policies proved cause for concern. High birth rates and

immigration expanded the population as American society began to take shape.

The Impact TodayKey developments in this period have influenced American society.

• The northern United States is still more urban than much of the South.• The United States remains a nation made up of immigrants from many countries.

The American Vision Video The Chapter 3 video, “The Middle Passage,” chronicles the journey enslaved Africans endured when they were forcibly brought to the colonies.

▼

▲

1676• Nathaniel Bacon leads popular

revolt in Jamestown, Virginia

▲

1683• Mennonites

foundGermantown,Pennsylvania

▲

1651• English Parliament

introduces strongerNavigation Act

▼1660• Several small kingdoms

established on Africa’supper Niger River

• Louis XIV, the Sun King,rules France

1638• Maryland is first

English colony tolegally recognizeslavery

▲

1605 1645 1685

1607• Jamestown founded

in Virginia

▼

82

Why It Matters Activity

Ask students why commerce took hold inthe North and not in the South. Studentsshould evaluate their answers after theyhave completed the chapter.

IntroducingCHAPTER 3Introducing

CHAPTER 3

Refer to Activity 3 in the Performance AssessmentActivities and Rubrics booklet.

PerformanceAssessment

TWO-MINUTE LESSON LAUNCHERTWO-MINUTE LESSON LAUNCHERFor many people the image of colonial America is centered around the New England Colonies inthe period immediately preceding the American Revolution. Ask students to share their ideas aboutlife in colonial America. Remind students that the colonial period lasted more than 150 years. Alsopoint out that the colonies stretched along the Atlantic coastline and included more than thecolonies in New England.

MJ

The American VisionVideo ProgramTo learn more about America from1607 to 1763, have students view theChapter 3 video, “The MiddlePassage,” from the American VisionVideo Program.

Available in DVD and VHS

MindJogger VideoquizUse the MindJogger Videoquiz topreview Chapter 3 content.

Available in VHS

83

HISTORY

Chapter OverviewVisit the American VisionWeb site at tav.glencoe.comand click on ChapterOverviews—Chapter 3 topreview chapter information.

Colonial Wedding by Edward Lamson Henry, 1911

1686• Dominion of

New Englandestablished

▲

1692• Salem

witchcrafttrialsbegin

▲

1727• Coffee

firstplantedin Brazil

▲

1734• Libel trial of newspaper

publisher John PeterZenger helps establishfree press tradition

▲ ▲

1688• Power of English king

restricted as Parliamentawards William and Marythe throne in GloriousRevolution

▼1725• Russian czar Peter

the Great dies

▼▼1742• Handel’s “Messiah”

debuts in Dublin,Ireland

▼

1705• Virginia’s

slave codeformallyregulatesslavery

▲

1725 1765

1707• Act of Union creates

United Kingdom

1763• French and Indian

War ends in NorthAmerica

83

IntroducingCHAPTER 3Introducing

CHAPTER 3

More About the Art

Ask students to compare and contrastthe scene pictured with modern wed-ding events. (Students may point outdifferences in dress and manner oftransportation. Similarities mayinclude people coming to wish thecouple well and the festive nature ofthe occasion.) Point out that thepainter, Edward Lamson Henry, livedfrom 1841 to 1919, long after the eventdepicted. He is best known for hispaintings of American colonial life, buthe also painted wedding scenes fromother eras.

Have students create a time line thatincorporates the Americas portion ofthe chapter time line and all the eventsshown on the section time lines onpages 84, 91, 98, and 104.

HISTORY

Introduce students to chapter content and key terms by havingthem access the Chapter 3Overview at tav.glencoe.com.

Organizing Information Have students use a graphicorganizer similar to the one at right to identify worldevents and movements that contributed to the develop-ment of the American colonies.

A. The Enlightenment D. Great AwakeningB. European population E. Mercantilism

explosion (wheat boom) F. Religious intoleranceC. Glorious Revolution

GRAPHIC ORGANIZER ACTIVITYGRAPHIC ORGANIZER ACTIVITY

A

D

B

C

F

E

Contribution to Development of American Colonies

http://www.glencoe.com/sec/socialstudies/ushistory/tav2003/content.php4/342/1


William Byrd II, a wealthy eighteenth-century Virginia planter, played a central role in hiscolony’s government. In addition to serving as colonel of the county militia and as a memberof the House of Burgesses, Byrd founded the city of Richmond and experimented with a vari-ety of crops on his plantation. His wealth gave him the leisure to pursue cultural interests,and he amassed over 4,000 books—the biggest private library in the colonies. He left behindseveral diaries detailing life on Southern plantations. On January 27, 1711, he noted:

“I rose at 5 o’clock and read two chapters in Hebrew and some Greek in Lucian. I said myprayers and ate boiled milk for breakfast. . . . I settled several accounts; then I read someEnglish which gave me great light into the nature of spirit. . . . In the afternoon my wife and I took a little walk and then danced together. Then I read some more English. At night Iread some Italian and then played at piquet [a card game] with my wife. . . . I said myprayers and had good health, good thoughts, and good humor, thank God Almighty.”

—quoted in The Growth of the American Republic

1619First Africans arrivein North America

84 CHAPTER 3 Colonial Ways of Life

The Southern Colonies

Main IdeaThe Southern Colonies developed labor-intensive agricultural economies thatrelied heavily upon enslaved labor.

Key Terms and Namescash crop, plantation, indentured servant,Eliza Lucas, gentry, subsistence farming,William Berkeley, Royal AfricanCompany, Middle Passage, slave code

Reading StrategyOrganizing As you read about thedevelopment of Southern society,complete a graphicorganizer similar tothe one shown heredescribing thesocial order inthe South.

Reading Objectives• Describe the Southern economy and

the plantation system.• Outline the development of slavery

in the South.

Section ThemeGeography and History Patterns of landuse affected the history of Virginia’scolonial government.

1676Bacon’s Rebellion

1705Virginia createsslave code

1740sIndigo first cultivatedin South Carolina

✦1620 ✦1740✦1660 ✦1700

PlanterElite

The Southern EconomyThe wealth of Westover, Byrd’s plantation, was built in large part on the labor of

enslaved Africans. In Byrd’s Virginia, a class of wealthy planters stood on society’s toprung, while enslaved Africans were at the bottom. In between were many farmers whoowned small farms and held few or no slaves.

From the earliest days of settlement, the Southern Colonies developed an economybased on commercial agriculture. A few years after the founding of Jamestown, tobacco

William Byrd’sWestover plantation

84

1 FOCUSSection OverviewThis section focuses on thedevelopment of an agriculturaleconomy in the SouthernColonies.

CHAPTER 3Section 1, 84–90CHAPTER 3Section 1, 84–90

Project transparency and havestudents answer the question.

Available as a blackline master.

Interpreting a Graph

DAILY FOCUS SKILLS TRANSPARENCY 3-1

Copyright © by The McGraw-Hill Companies, Inc. ANSWER: JTeacher Tip: Make sure students understand that eachcolored area on the chart corresponds to a specificdestination listed in the key.

UNIT

1Chapter 3

AMERICAN DESTINATIONS OF ENSLAVEDAFRICANS FROM 1520 TO 1870

500,000

2,000,000

1,500,000

4,000,000

3,500,000

Died at sea

Brazil

Spanish colonies

British, French, and Dutch colonies in the Caribbean

North American colonies

Directions: Answer the followingquestion based on the graph.

Between 10 and 12 millionAfricans were forciblytransported to theAmericas between 1520and 1870. Where was thedestination of the largestportion of the enslavedAfricans?

F North American colonies

G Spanish colonies

H Brazil

J Caribbean

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 3–1

Guide to Reading

Answers to Graphic: From top tobottom, the social order of Southernsociety included: the planter elite,backcountry farmers, landless tenantfarmers, servants, and enslavedAfricans.

Preteaching VocabularyHave students write a paragraphusing at least four of the Key Termsand Names.

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 3–1• Daily Lecture and Discussion Notes 3–1• Guided Reading Activity 3–1• Section Quiz 3–1• Reading Essentials and Study Guide 3–1• Performance Assessment Activities and

Rubrics

Transparencies• Daily Focus Skills Transparency 3–1

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROMTeacherWorks™ CD-ROMAudio Program

100 kilometers0Albers Conic Equal-Area projection

100 miles0

N

S

EW

35°N

40°N

80°W

AtlanticOcean

Roanoke

Potomac R.

Ja

mes R.

Savannah

Pee Dee R.

R.

R.

Altam

aha R.

Ocm

ulgeeR.

S.C.

N.C.

GA.

VA.

N.J.

DEL.

PA.

MD.

R.I.CONN.

N.Y.

APP A

L ACHI A

NMOUNTAI N

S

Philadelphia

Baltimore

Williamsburg Norfolk

Wilmington

Charles Town

Savannah

became the South’s first successful cash crop, or cropgrown primarily for market. Tobacco became themain cash crop grown in Virginia and Maryland and,to a lesser extent, North Carolina. Rice and indigobecame the main cash crops in South Carolina. Thesecash crops needed the right kind of climate and tech-niques to be cultivated. These requirements led to therise of plantations, or large commercial estates wheremany laborers lived on the land and cultivated thecrops for the landowner.

GEOGRAPHY

Tobacco and the Chesapeake Between 1620 and1660, the demand for tobacco in Europe was greaterthan the supply. This kept the price high, ensuringthat most tobacco planters could make money even ifthey grew only a small amount. Those who couldgrow and harvest a large quantity of tobacco couldbecome wealthy.

Growing tobacco required intensive manuallabor. Each plant had to be carefully nurturedbefore being cut and hung up to cure. After curing,the leaves were packed into hogsheads—hugewooden barrels—that, once filled and sealed, oftenweighed close to 1,000 pounds (454 kg). Theamount of labor needed to grow tobacco meant thatto become wealthy, a tobacco farmer needed a largework force to cultivate a large crop.

The geography of the Chesapeake Bay regionwas perfectly suited to tobacco farming. The bayacted like a wide road. Numerous inlets and navi-gable rivers connected to the bay. If tobacco farmerslocated their farms next to a river, they could shiptheir crop from their own wharves. The colonistsbuilt very few roads or towns because they had noneed to move goods overland. Instead, merchantships made their way up the rivers from farm tofarm, picking up tobacco and selling supplies.

C C

Poun

ds (i

n th

ousa

nds)

1705 1715 1725 1735 1745 1755 1765 1775

60

50

40

30

20

10

0

Tobacco Imported by England, 1705–1775

YearSource: Historical Statistics of the United States: Colonial Times to 1970.

= 1,000 pounds

1. Interpreting Maps Why were tobacco and rice farmslocated next to rivers?

2. Interpreting Charts Approximately how many poundsof tobacco did England import in 1735?

Rice

Indigo

Tobacco

ProclamationLine

Southern Agriculture, 1750

85


2 TEACH

Discussing a Concept Lead stu-dents in a discussion of supplyand demand. Have studentsexplain how supply anddemand influence price. Askthem to give examples fromtheir own experience. Then dis-cuss how fluctuations in theprices of crops affected the econ-omy of the Southern Colonies.L1

Daily Lecture and Discussion Notes 3–1

I. The Southern Economy (pages 84–86)

A. Tobacco became the South’s first successful cash crop, or crop grown primarily formarket. It was the main cash crop of Virginia and Maryland. Rice and indigo were themain cash crops of South Carolina. These crops needed the right climate and tech-niques to be cultivated. These needs led to the growth of plantations, or large

Daily Lecture and Discussion Notes

Chapter 3, Section 1

Did You Know? Most plantations in the 1600s were relativelysmall estates. In a few instances, plantations were enormous andresembled the great estates of England. Charles Carroll of Marylandowned one such plantation. Carroll was reputedly the wealthiestman in the colonies. His plantation covered around 40,000 acres andhad 285 enslaved people.


Answers:1. to provide water for irrigation

and transportation

2. 40,000 pounds

Geography Skills PracticeAsk: Which colony produced rice,indigo, and tobacco? (NorthCarolina)

Making Contracts The contract of anindentured servant was indented (folded)and torn along the indenture. Each partyto the contract kept half.

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYBuilding a Model Plantations in the Southern Colonies functioned as self-contained communities.Have students work in small groups to build a model of a typical plantation in the late 1600s.Encourage students to use library and Internet resources to learn about plantations including thetypes of buildings, the layout of the plantations, and the structures that were typically built on aplantation. Display models in the classroom.

Use the rubric for a cooperative group management plan on pages 81–82 in the PerformanceAssessment Activities and Rubrics.

Indentured Servants In the early days of Virginiaand Maryland, there was plenty of land for tobaccofarmers but not enough labor to work it. England hadthe opposite problem. Many poor tenant farmers hadbeen forced off the land during the enclosure move-ment, creating high unemployment and a large num-ber of people willing to sell their labor for a chance tocome to America and acquire their own land. To payfor their passage, these people agreed to becomeindentured servants.

In this system, colonists in America agreed to paythe cost of transporting the servants to the coloniesand promised to provide food, clothing, and shelterto them until their indentures, or labor contracts,expired. In exchange, the servants agreed to work forthe owner of their contract for a specific number ofyears. These contracts usually specified four years,but some were for seven years or even more if theindentured servant arrived as a child.

For much of the 1600s, indentured servitude was avery good system for tobacco planters. Indenturedservants could produce five times the price of theircontracts in tobacco in the first year alone. Under theheadright system, every indentured servant trans-ported to America also earned the landowneranother 50 acres of land. As large numbers of inden-tured servants arrived in Virginia and Maryland,tobacco production rose steadily.

Rice and Indigo in South Carolina South of Vir-ginia, the proprietors of South Carolina had hopedtheir colony’s warm climate would permit thecultivation of sugarcane as a cash crop. When

sugarcane failed, the settlers also tried and failed tocultivate rice. This venture also failed, because thesettlers did not know how to properly harvest rice. Inaddition, the extreme humidity, swamps, mosqui-toes, and muddy fields of the lowlands where ricehad to be planted discouraged cultivation.

In the 1690s, a new type of rice was introduced,and the planters—many of whom had come fromBarbados and Jamaica where slavery was common—decided to import enslaved Africans to cultivate it.West Africans had cultivated rice for centuries.Although their techniques were very labor-intensive,they knew how to harvest rice and remove the hull.Rice rapidly became a major cash crop in SouthCarolina and, to a lesser extent, in Georgia.

In the early 1740s, South Carolina began todevelop another cash crop called indigo. Indigo wasused to make blue dye for cloth—a dye much indemand in Europe. Previously, planters in SouthCarolina had tried to grow indigo without much suc-cess. Then, in the early 1740s, 17-year-old ElizaLucas, began experimenting with the plant. Lucasdiscovered that indigo needed high ground andsandy soil, not the wetlands that suited rice.

Indigo was a good second crop for the rice planta-tions. It could be grown on land unsuitable for rice, andit required care and harvesting only in seasons whenthe enslaved workers were not busy with rice.

Describing Why did attempts togrow rice in South Carolina fail at first?

Southern Society Although many immigrants to the Southern

Colonies hoped to become wealthy, very few did.The nature of the plantation system tended to createa society with distinct social classes. Planters whocould afford to bring in many slaves or indenturedservants received much larger land grants. With theirlarge labor force and land area, they could produce amuch larger crop. The money they earned enabledthem to acquire still more workers and to extendtheir estates up and down the rivers of a region. Theresult was a society where a wealthy elite controlledmost of the land and relied upon the labor of othersto work it for them.

The Planter Elite The wealthy landowners, some-times referred to as the Southern gentry or the planterelite, enjoyed enormous economic and political influ-ence. They represented their communities in thegoverning councils and assemblies, commanded thelocal militias, and served as county judges.

Reading Check

The Ideal Plantation This painting depicts the well-structured plantation as aworld unto itself. Centered around the family home, the plantation’s fields, sup-port houses, and merchant ships unite to serve the needs of the plantation.Why did plantations develop in the South?

History Through Art


86


Guided Reading Activity 3–1

Name Date Class

DIRECTIONS: Recalling Facts Read the section and answer the questions below. Refer to yourtextbook to write the answers.

1. What were the main cash crops of South Carolina in the early 1600s?

2. What were plantations?

3. How was the Chesapeake Bay region perfectly suited to tobacco farming?

4. Who were indentured servants?

5. Why were enslaved West Africans important to South Carolina?

6. Who was Eliza Lucas?

Guided Reading Activity 3-1★

Writing an AdvertisementHave students write an adver-tisement for recruiting inden-tured servants. Theadvertisement should includeinformation about what thelandowner is willing to provide,what the servant must agree todo, and the length of servicerequired. L2

Use the rubric for a maga-zine/newspaper/Web site articleor help-wanted ad on pages85–86 in the PerformanceAssessment Activities andRubrics.

Answer: The cash crops of the Southrequired the right kind of conditionsand techniques to be cultivated. Aslarge landowners gained more landand many laborers on their estates,plantations came into being.Ask: What differences do you notebetween the family home and thesupport houses? (Students shouldnote differences in size and style.)

History Through Art

Answer: Early settlers did not knowhow to properly harvest the crop.

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSAuditory Divide this section of the chapter into four parts using the primary headings as a guide.Assign each section to at least one student. Have students read their section and become familiarwith the content. Invite students to present an oral summary of their section to the class. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities in the TCR.

With few towns or roads in the region, the planta-tions of the Southern gentry had to function as self-contained communities. The residents lived neareach other in a group of buildings, including theplanter’s great house, stables and barns, and theworkers’ cabins. Plantations often had other facilitiessuch as schools and chapels, and workshops forblacksmiths, carpenters, weavers, coopers (barrelmakers), and leather workers.

In the 1600s, most plantations were small, roughestates. In many cases, they were little more thanstump-filled clearings where the planters and theirindentured servants worked side-by-side under verydifficult conditions. Many became sick and died.Even in the late 1600s, plantation workforces rarelyexceeded 30 people. The great houses on most ofthese early plantations were small, with only four toseven rooms.

In the early 1700s, as wealthier planters in Virginiaand Maryland switched from indentured to slavelabor, the size of their plantations began to grow. Astheir wealth and property increased, the gentry beganto build large brick mansions with imposing steps anddoorways and elaborate gardens. They also tried tocopy the fashions and lifestyle of England’s upperclass. No longer did they labor in the fields with theirworkers. Instead, the gentry hired overseers to managethe enslaved Africans, while they looked after accountsand other business matters on the plantation.

As the wealth of the planter elite increased, so toodid their leisure time. The gentry often amusedthemselves by hunting and fishing, and by gamblingon horse races, cards, and dice. Some, like WilliamByrd, enjoyed intellectual pursuits such as readingor practicing music.

Backcountry Farmers Close to half the indenturedservants who came to the Chesapeake region in the1600s died before gaining their freedom. Of thosewho became free, less than half acquired their ownland. Although land itself was very easy to acquire,settlers had to pay for the deed and land survey andalso had to pay for tools, seeds, and livestock. Manycould not afford these costs, and instead they becametenant farmers, working lands that they rented fromthe planter elite.

Despite such difficulties, some former indenturedservants did acquire their own land. Althoughwealthy planters owned most of the land along therivers, most landowners in the colonial South wereactually small farmers living in the “backcountry”farther inland. These farmers are sometimes referredto as yeomen, to distinguish them from the gentry.

The backcountry farmers worked small plots ofland and lived in tiny one- or two-room houses withfew furnishings. Although these farmers grew sometobacco, they also practiced subsistence farming, orfarming only enough crops to feed their own fami-lies. Subsistence crops included corn, beans, potatoes,barley, and rye. Hogs and other livestock wereallowed to run wild until needed for meat.

By the 1670s, the colonial South was a sharplydivided society, with a small group of wealthyplanters at the top and many poor backcountry farm-ers, landless tenant farmers, servants, and enslavedAfricans at the bottom. Eventually, this uneven distri-bution of wealth and power led to rebellion.

Discussing What led to the rise ofthe planter elite in colonial Southern society?

Bacon’s RebellionBy the 1660s, wealthy planters led by the governor,

Sir William Berkeley, dominated Virginia’s society.Berkeley controlled the legislature through his

Reading Check

Bacon’s Rebellion This uprising pitted backcountry farmers against Virginia’sruling gentry. Was Nathaniel Bacon a backcountry farmer? How would youdescribe his depiction in this engraving?

History

CHAPTER 3 Colonial Ways of Life 87

87


Answer: a switch from the use ofindentured to enslaved labor byincreasingly more wealthy plantationowners

Indigo was used as a dye in ancient Romeand Egypt, but it did not become popularin Europe until the 1500s. Even thoughplantations in the colonies producedindigo, the process used to extract indigodye was time-consuming and costly. As aresult, the dye was a precious commodity.In the late 1800s, Adolph von Baeyerstudied the chemical structure of indigo.His work resulted in the development of asynthetic indigo dye that is used today.

History

Background: William Berkeley andNathaniel Bacon were cousins.Nathaniel Bacon had been sent to thecolonies in hopes that he wouldmature. However, Bacon’s reputationas a troublemaker and schemeraccompanied him to the colonies.Answer: He appears clean-shavenand better dressed, so students mayconclude that he was a member of thegentry.Ask: What sorts of emotions andideas does the image evoke? (possi-ble answer: Bacon looks like a greatcommander, his soldiers with musketand drum look hardened and ready.They inspire support because they willbe victorious.)

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYLanguage Arts Have students use library and Internet resources to learn about traditional story-telling in Africa. Encourage students to find English-language translations of African folk tales andlegends and to compare stories and themes with familiar American folk tales and legends. Havestudents write a short report about their findings. L2

appointments to the colony’sgoverning council and giftsof land to members of theHouse of Burgesses.

Once Governor Berkeleyhad assembled a majority ofsupporters in the House ofBurgesses, he exemptedhimself and his councilorsfrom taxation. Convincedthat voting should bereserved for the wealthy,Berkeley also arranged forthe House of Burgesses torestrict the vote to people

who owned property, cutting the number of voters inVirginia in half. All of these developments angeredthe backcountry and tenant farmers. Ultimately,however, it was the governor’s Native Americanpolicies that sparked a revolt.

Crisis Over Land The most important issue formost Virginia colonists in the 1600s was their abilityto acquire land. Many indentured servants and ten-ant farmers wanted to own their own farms eventu-ally. Backcountry farmers who already owned a fewacres wanted to expand their holdings. By the 1670s,the only land left was in the backcountry in territoryNative Americans claimed.

Most wealthy planters lived near the coast in theregion known as the Tidewater. They had no interestin the backcountry and did not want to endangertheir plantations by risking war with the NativeAmericans. Therefore, they opposed expanding thecolony into Native American lands. This standangered the backcountry farmers.

In 1675 war erupted between backcountry settlersand the Susquehannock people of the region.Governor Berkeley tried to calm things down. Herefused to sanction any further military action againstthe Native Americans. Instead he asked the House ofBurgesses for money to build new forts along the fron-tier—the westernmost point of colonial settlement.

Nathaniel Bacon Leads a Revolt In April 1676, agroup of backcountry farmers met to discuss the situ-ation. At the meeting was a well-to-do planter namedNathaniel Bacon, who had recently purchased a largetract of land near the frontier. Although he was amember of the governor’s council, Bacon took up thecause of the backcountry farmers. Native Americanshad recently attacked his plantation, and he wantedto do something.

Bacon organized his own militia and attacked theNative Americans. Governor Berkeley decided to callnew elections. He needed an assembly supported bythe voters to calm the situation. The newly electedHouse of Burgesses authorized Bacon to raise a force

On a steamy March day in 1997, in the tiny town of Senehun Ngola in Sierra Leone, West Africa, MaryMoran, an African American from Georgia, first met Baindu Jabati, a Sierra Leonean. The two women hadsomething amazing in common: a song each woman had known all her life.

In an emotional meeting, Moran and Jabati shared the song that the female ancestors of each of themhad passed down for more than 200 years. Although the melody of the American version had changed, thewords of this song in the Mende language of Sierra Leone probably came to America’s South on the slave

ships that sailed from West Africa in the 1700s.The women in Mary Moran’s family had passed the

song down through the generations. Over time, the trueorigin of the song was lost. Although she had sung thesong all her life, Moran never knew what its wordsmeant. She imagined that it was an old African song.

Wanting to trace her family’s history, Moran consultedwith ethnomusicologists, who study folk music. Morandiscovered that her family’s song came from southernSierra Leone and that it was traditionally sung at funerals.Jabati, who had inherited the traditional duty to sing atfunerals, said that meeting Moran would have been bet-ter only if her ancestors could have been there also forthe joyous occasion.Mary Moran (center) at a Sierra Leone market

African Culture Crosses the Ocean: A Woman’s Song

Student WebActivity Visit theAmerican Vision Website at tav.glencoe.comand click on StudentWeb Activities—Chapter 3 for an activity on the coloniallife of the English settlers.

HISTORY

88


HISTORY

Objectives and answers to the student activity can be found in the Web Activity Lesson Plan at tav.glencoe.com.

Writing an Article Have stu-dents imagine that they arereporters for an English maga-zine. Ask them to write aninformative article for the maga-zine explaining the causes andresults of Bacon’s Rebellion. Tellthem to be sure to includeenough information that readersin England will clearly under-stand the situation in Virginia.Encourage students to sharetheir articles with the rest of theclass. L2


Before Nathaniel Bacon’s sudden death,he burned the estates of his rivals andcontrolled most of Virginia.

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYComparing To help students understand the significance of geography and economics in history,have them focus their attention on agriculture in the Southern Colonies. Have students create atable to compare and contrast commercial agriculture and subsistence farming. The table shouldinclude information about crops, land use, transportation, and labor. L2


http://www.glencoe.com/qe/qe40.php?&st=342&pt=2&bk=16

of 1,000 troops to attack the Native Americans. Theassembly then restored the vote to all free men andtook away the tax exemptions Berkeley had grantedto his supporters.

Despite these reforms, Bacon was not satisfied. InJuly 1676 he returned to Jamestown with several hun-dred armed men and seized power, charging Berkeleywith corruption. Berkeley fled Jamestown and raisedhis own army. The two sides battled until October1676, when Bacon, hiding in a swamp, became sickand died. Without his leadership, his army rapidlydisintegrated.

Slavery Increases in Virginia Bacon’s Rebellionconvinced many wealthy planters that the best wayto keep Virginian society stable was to have landavailable for the backcountry farmers. From the1680s onward, Virginia’s government generally sup-ported expanding the colony westward, regardless ofthe impact on Native Americans.

Bacon’s Rebellion also accelerated an existingtrend in Virginia—the use of enslaved Africansinstead of indentured servants to work the fields. Inthe 1680s, after the rebellion, the number of Africansbrought to the colony increased dramatically.

Planters began to switch to enslaved Africans forseveral reasons. Enslaved workers, unlike inden-tured servants, did not have to be freed and thereforewould never need their own land. In addition, when

cheap land became available in the 1680s in the newcolony of Pennsylvania, fewer English settlers werewilling to become indentured servants.

At the same time, the English government adoptedpolicies that encouraged slavery. English law limitedtrade between the English colonies and other coun-tries. Before the 1670s, if settlers wanted to acquireenslaved Africans, they had to buy them from theDutch or Portuguese, which was difficult to arrange.In 1672, however, King Charles II granted a charter tothe Royal African Company to engage in the slavetrade. With an English company in the slave trade, itbecame much easier to acquire enslaved people.

Examining What government policies caused some backcountry farmers to rebel?

Slavery in the ColoniesFor enslaved Africans, the voyage to America usu-

ally began with a march to a European fort on the WestAfrican coast. Tied together with ropes around theirnecks and hands, they were traded to Europeans,branded, and forced aboard a ship. Historians estimatethat between 10 and 12 million Africans were forciblytransported to the Americas between 1450 and 1870. Ofthose 10 to 12 million, roughly 2 million died at sea.

Olaudah Equiano, also known as Gustavus Vassa,was kidnapped from his West African home by otherAfricans in the 1760s. He was then traded toEuropeans and shipped to America. Years later, afterwinning his freedom, he wrote a memoir. In it, hedescribed the terrible journey across the Atlantic,known to Europeans as the Middle Passage:

“At last, when the ship we were in had got in allher cargo, . . . we were all put under deck. . . . Thecloseness of the place, and heat of the climate, addedto the number in the ship, which was so crowded thateach had scarcely room to turn himself, almost suffo-cated us. . . . [This] brought on a sickness among theslaves, of which many died. . . . The shrieks of thewomen, and the groans of the dying, rendered thewhole a scene of horror almost inconceivable. . . .”

—from The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa the African

Chained and crammed into the ships’ filthy holdsfor more than a month, prisoners like Equiano couldhardly sit or stand and were given minimal food anddrink. Africans who died or became sick were thrownoverboard. Those who refused to eat were whipped.

Reading Check


Elmire Castle, a Portuguese-built fort on the coast ofGhana, was a holding area for slaves who would soontravel across the Atlantic Ocean in the hold of crowdedslave ships (depicted below).

89


3 ASSESSAssign Section 1 Assessment ashomework or as an in-classactivity.

Have students use theInteractive Tutor Self-Assessment CD-ROM.

Reading Essentials and Study Guide 3–1

Study GuideChapter 3, Section 1

For use with textbook pages 84–90

THE SOUTHERN COLONIES

KEY TERMS AND NAMES

cash crop crop grown primarily for market (page 85)

plantations large commercial estates where many workers lived on the land and cultivated thecrops for the landowner (page 85)

indentured servant person who agreed to work for an employer in the colonies in exchange forpassage to America (page 86)

Eliza Lucas discovered suitable conditions for growing indigo, which became an important cashcrop for South Carolina (page 86)

gentry the wealthy landowners in the South (page 86)

subsistence farming system of farming in which farmers produce only enough crops to feedh l d h i f ili ( 87)

Name Date Class

Answer: The government opposedexpanding the colonies into NativeAmerican lands and refused to sanc-tion military action against the NativeAmericans.

The Interesting Narrative of the Life ofOlaudah Equiano, or Gustavus Vassa theAfrican was first published in 1789.

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTIndentured Servants In 1750 Gottlieb Mittelberger traveled to Pennsylvania as an indenturedservant. He later wrote about his experiences in an essay entitled “On the Misfortune of IndenturedServants.” He noted that if a child’s parents died during the voyage, the child had to serve longenough to pay for the parents’ voyage as well as his or her own. When they finally paid off theirvoyages and finished their service, indentured servants were to be given a new suit of clothes.Depending on the terms of service, some male servants also received a horse, while femaleservants received a cow.

Section Quiz 3–1


Column A

1. governor of Virginia in 1660

2. wealthy landowners

3. large commercial estates

4. a set of laws that regulated slavery and defined therelationship between enslaved Africans and free people

5. granted a charter by King Charles II to engage in the slave trade

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of the choice thatbest completes the statement or answers the question. (10 points each)


Score★ ScoreChapter 3

Section Quiz 3-1

Column B

A. Royal AfricanCompany

B. plantations

C. Sir WilliamBerkeley

D. slave code

E. gentry

Of the 8 to 10 million Africans who reached theAmericas, approximately 3.5 million went to Brazil,and another 1.5 million went to the Spanish colonies.The British, French, and Dutch colonies in theCaribbean imported nearly 4 million others to workon their sugar plantations. Approximately 500,000Africans were transported to North America beforethe slave trade ended in the 1800s.

When the first Africans arrived in Virginia in 1619,English law did not recognize chattel slavery, whereone human being is said to be owned by another. Asa result, slavery developed slowly in the Chesapeake

colonies. The first Africans brought to Virginia andMaryland were treated in a manner similar to inden-tured servants, and children born to Africans werenot always considered enslaved.

Some of the first enslaved Africans obtained theirfreedom by converting to Christianity. To manyEnglish settlers in the early 1600s, enslaving Africanswas acceptable not because of their race, but becausethey were not Christians. As the number of Africansincreased in Virginia and Maryland, their statuschanged. In 1638 Maryland became the first Britishcolony to formally recognize slavery when it deniedAfricans the same rights as English citizens.Beginning in the 1660s, new laws in Virginia andMaryland gradually lowered the status of allAfricans, regardless of their religion, and changedslavery into a hereditary system based on race.

Finally, in 1705, Virginia pulled all of these differ-ent laws together into a slave code—a set of laws thatformally regulated slavery and defined the relation-ship between enslaved Africans and free people.Other colonies created their own slave codes. Overtime slave codes became increasingly strict. Africanswere denied the right to own property or to testifyagainst a white person in court. Their movementswere regulated, and they were often forbidden toassemble in large numbers. By the early 1700s, slav-ery had become a recognized and generally acceptedinstitution in colonial society, particularly in theSouthern Colonies, where the labor of hundreds ofthousands of enslaved Africans played a vital role inthe growth of the plantation economy.

Explaining How did the concept ofslavery in the Southern Colonies change over time?

Reading Check

Writing About History

Checking for Understanding1. Define: cash crop, plantation, inden-

tured servant, gentry, subsistence farm-ing, Middle Passage, slave code.

2. Identify: Eliza Lucas, William Berkeley,Royal African Company.

3. Explain why South Carolina began pro-ducing indigo.

Reviewing Themes4. Geography and History How did the

geography of the Chesapeake regionaffect its economic development?

Critical Thinking5. Contrasting How did the economies

of the Chesapeake region and SouthCarolina differ?

6. Analyzing How did the slave tradedevelop in the Americas?

7. Categorizing Use a graphic organizersimilar to the one below to list thecauses of Bacon’s Rebellion.

Analyzing Visuals8. Analyzing Art Study the painting on

page 87 depicting Bacon’s Rebellion.What motivated Nathaniel Bacon tolead his rebellion against the Virginiagentry?

9. Descriptive Writing Imagine you are abackcountry farmer in Virginia. Write aletter to your local newspaper describ-ing how you feel about Sir WilliamBerkeley and the policies he instituted.

Causes

Bacon’s Rebellion


Olaudah Equiano Fortunate to eventually win his own freedom, Equiano stillsuffered the brutal journey to the American colonies and years of slavery. Howdid Equiano end up on a slave ship bound for the United States?

History

90


History

Answer: He was kidnapped by otherAfricans and then traded to Europeansand shipped to America.Ask: How did Bacon’s Rebellioncontribute to the use of enslavedpersons in the colonies? (Bacon’sRebellion signaled to elite Virginialandowners that indentured servantswere a problem: They had to bereplaced periodically, and once theywere independent farmers, they mightchallenge elite rule. Thus, well-to-dolandowners increasingly relied onenslaved Africans.)

Answer: It changed from a statussimilar to indentured servitude, toenslavement of non-Christians, toenslavement by race based on ahereditary system, and finally to asystem operating under a slave code.

ReteachHave students create an outlineusing section headings.

EnrichUse library and Internetresources to locate and read twobook reviews of The InterestingLife of Olaudah Equiano, orGustavus Vassa the African.

4 CLOSEAsk students to summarize whythe status of Africans in Virginiaand Maryland graduallychanged from indentured ser-vants to enslaved persons.

1. Terms are in blue.2. Eliza Lucas (p. 86), William

Berkeley (p. 87), Royal AfricanCompany (p. 89)

3. Indigo was in demand in Europeand it was a good companion cropto rice.

4. The geography of the ChesapeakeBay was perfect for tobacco farm-

ing, which became its primary crop.5. the Chesapeake: tobacco, inden-

tured servants, and headrights;South Carolina: rice, indigo, andslave labor

6. Students should discuss the rise ofplantations and need for labor.

7. rulers were not taxed; the restric-tion of voting rights; the govern-

ment’s unwillingness to fightNative Americans; backcountryfarmers’ desire for land

8. Possible answers: sympathy to thesituation of backcountry farmers;anger towards Native Americans

9. Students’ letters will vary. Lettersshould clearly express the writers’feelings about Berkeley’s policies.

New England’s soil was thin and rocky, and from the earliest days, many settlers knewthey would have to depend on the sea for their livelihood. Although some people back inEngland believed New England offered only a meager existence, the Reverend FrancisHigginson learned otherwise. One of New England’s earliest settlers, Higginson heredescribes the rich fishing off the coast of New England:

“I saw great store of whales and grampuses, and such abundance of mackerelsthat it would astonish one to behold. . . . There is a fish called a bass, a most sweetand wholesome fish as ever I did eat. . . . Of this fish our fishers may take manyhundreds together, which I have seen lying on the shore, to my admiration. Yea,their nets ordinarily take more than they are able to haul to land. . . . And besidesbass, we take plenty of skate and thornback, and abundance of lobsters; and theleast boy in the plantation may both catch and eat what he will of them.”

—from “On the Riches of New England,” The Annals of America

New England’s EconomyAlthough the fishing industry made few New Englanders rich, it did provide a living

for many settlers who built ships or engaged in foreign trade. Farther inland, numeroussmall farms, sawmills, and other industries helped to create a very diverse economy inNew England.

1635First New Englandsawmill built

New England and theMiddle Colonies

Main IdeaIn New England and the Middle Colonies,a diverse economy supported many largeport cities.

Key Terms and NamesGrand Banks, fall line, town meeting,selectmen, meetinghouse, bill ofexchange, triangular trade, artisan,entrepreneur, capitalist

Reading StrategyCategorizing As you read about NewEngland and the Middle Colonies, com-plete a chart similar to the one belowdescribing how resources affected eco-nomic development.

Reading Objectives• List the geographical conditions that

determined the economy of the NewEngland Colonies.

• Summarize how life in the MiddleColonies differed from life in the NewEngland Colonies.

Section ThemeCulture and Traditions The culture ofthe New England Colonies developed dif-ferently from that of the Southern Colonies.

1692Salem witchcraft trials takeplace in Massachusetts


✦1690

Resources Industries

Sea

✦1650 ✦1670

1630Massachusetts BayColony is founded

✦1630

1681City of Philadelphia first laidout by William Markham

New England port

91


1 FOCUSSection OverviewThis section describes thegrowth of the economy in NewEngland and the MiddleColonies.



Interpreting a Diagram


Copyright © by The McGraw-Hill Companies, Inc. ANSWER: BTeacher Tip: Explain to students that a diagram presents avisual picture of information. The size or position ofdifferent segments of the diagram gives information whennumerical data is not provided.

UNIT

1Chapter 3

STRUCTURE OF COLONIAL URBAN SOCIETY

WEALTHYMERCHANTS

ARTISANS,INNKEEPERS, RETAILERS

UNSKILLED LABORERS,HOUSEHOLD SERVANTS

INDENTURED SERVANTS,ENSLAVED AFRICANS

Directions: Answer the following question based on the diagram.

What group made up thesmallest segment of thecolonial urban society?

A unskilled laborers/householdservants

B wealthy merchants

C artisans/innkeepers/retailers

D indentured servants/enslavedAfricans



Guide to Reading

Answers to Graphic: Sea: fishingand whaling; Forest and waterfalls:lumber and shipbuilding; Poor farm-land: subsistence farming of corn,vegetables, orchards, livestock

Preteaching VocabularyHave students write three questionsthat can be answered using the KeyTerms and Names.


Reproducible Masters• Reproducible Lesson Plan 3–2• Daily Lecture and Discussion Notes 3–2• Guided Reading Activity 3–2• Section Quiz 3–2• Reading Essentials and Study Guide 3–2


MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROMTeacherWorks™ CD-ROMAudio ProgramAmerican Music: Hits Through History

None of the crops that could be grown in NewEngland were in great demand elsewhere. Theregion’s unsuitability for cash crops prevented thedevelopment of large plantations. Instead, on smallfarms that dotted the New England landscape fromConnecticut to Maine, New England farmers prac-ticed subsistence farming, using nearly everythingthey produced.

Although New England farmers tried to growwheat, in most places the soil was too poor, and thepresence of a fungus called black rust prevented anyreal success during the colonial era. As a result, themain crop grown in colonial New England was corn.

Corn had a short growing season, and its long tap-root allowed it to grow well even in New England’srocky soil. As New England became more settled,farmers began to grow barley, oats, and rye, as wellas many types of vegetables, including beans, peas,pumpkins, squash, and turnips. Most farms alsoincluded orchards. Apple trees were commonbecause apples could be used for cider or dried tofeed livestock in the winter. Farmers also made use ofberries, particularly cranberries, blackberries, andstrawberries, which grew wild throughout NewEngland.

New England farmers also raised livestock. Theyused oxen to pull plows and wagons and used horsesfor travel. Dairy cattle provided milk for butter andcheese, and sheep provided wool. Pigs suppliedmeat, and salted pork was a common source of pro-tein during the long winter months.

GEOGRAPHY

Fishing and Whaling The geography of NewEngland almost guaranteed that fishing wouldbecome a major industry in the region. Northeast ofNew England lay the Grand Banks, a shallow regionin the Atlantic Ocean where the mixing of the warmGulf Stream and the cold North Atlantic produced anenvironment favorable to plankton—an importantfood supply for many types of fish and whales. In thecolonial era the Grand Banks teemed with fish,including cod, mackerel, halibut, and herring.

At the same time, New England’s coastline hadmany good harbors and plenty of timber for build-ing fishing boats. There was a great demand forfish, as it was an important source of nutrition inthe colonies, southern Europe, and the Caribbean.Fishing, more than any other industry, broughtprosperity to New England. Nearly every coastaltown had a fishing fleet. In the early 1700s, an esti-mated 4,000 to 5,000 people in New England madetheir living by fishing.

Whaling also played a major role in NewEngland’s economy, especially for people living onNantucket Island and in Provincetown at the end ofCape Cod. Whalers sought their prey for its blubber,used for making candles and lamp oil; ambergris, awaxy intestinal substance used to make perfume;and bones, used for buttons and combs and as sup-ports in women’s clothing.



100 miles0

N

S

EW

40°N

75°W

AtlanticOcean

Susquehann

a R.

Hudson

R.

Connecticut

R.

Delaw

areR

.

St. L

awrenc

e R.

N.J.

MD.

VA.

PA.

N.Y.MASS.

MAINE(Part of MASS.)

N.H.

CONN.R.I.

DEL.

Area claimedby New York

and NewHampshire

Falmouth

PortsmouthNewburyport

Salem

PlymouthBoston

New Haven

New York CityPerth Amboy

Dover

Wilmington

Philadelphia

Newport

Albany

Economy of the Northernand Middle Colonies, 1750

1. Interpreting Maps What products were produced inthe Pennsylvania colony?

2. Applying Geography Skills Why do you think ironmills were located beside rivers?

Cattle

Fish

Furs

Grain

Iron

Lumber

Rum

Ships

Whales

Products

92


2 TEACH

Writing a Diary Entry Ask stu-dents to imagine that they are amember of a family living in oneof the New England Colonies.Have students decide how theirfamily makes a living. Then havethem write a diary entry for atypical day describing the fam-ily’s activities. L1

Use the rubric for a diary,short story, memorandum, or let-ter on pages 79–80 in thePerformance AssessmentActivities and Rubrics.


I. New England’s Economy (pages 91–93)

A. New England’s geography was unsuitable for large plantations and the raising of cashcrops. As a result, New England farmers practiced subsistence farming. The main crop



Did You Know? Although colonial cities faced the basic prob-lems of urban areas—overcrowding, pollution, crime—they playeda significant role in the colonies’ political future. Urban dwellershad access to regular newspapers, books, and other publicationsfrom abroad, which introduced new intellectual influences. Peoplegathered in taverns and coffeehouses to debate the issues of the day. It was in colonial cities that ideas about revolution and inde-pendence emerged.


Answers:1. cattle, lumber, grain, rum, iron

2. It was easier to transport iron bywater than by land.

Geography Skills PracticeAsk: Which products of thecolonies were finished products,and which were resources shippedback to England to be convertedinto finished products? (Ships, rum,fish, and some cattle products suchas beef were finished products. Theothers were used in creating finishedproducts.)

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYPresenting a Skit Organize students into groups of four or five. Have each group select an aspectof life in New England or the Middle Colonies and create a five-minute skit. Encourage students toadd authenticity to their productions by using appropriate props and costumes. Encourage stu-dents to use library and Internet resources to learn more about colonial life. Have students performtheir skits for each other during class.


Lumbering and Shipbuilding Dense forest cov-ered much of North America’s eastern coastline in the1600s. Although settlers relied on wood from theseforests in every colony, New England’s geography—particularly in Maine and New Hampshire—pro-vided the conditions necessary for the developmentof a lumber industry.

In New England the fall line—the area whererivers descend from a high elevation to a lower one,causing waterfalls—is near the coast. Waterfalls wereused to power sawmills. The first sawmill in thecolonies was probably built in New Hampshire in1635. Others soon followed. Lumber cut at thesesawmills could easily be transported downriver to thecoast and shipped to other colonies or to England.

Every colony needed lumber. Colonists wantedwalnut, maple, and sycamore wood for furniture.They used cedar for doorframes and windowsills.Maple was made into spinning wheels. Oak and pineprovided materials for boards, shingles, and barrelstaves. Barrel making was a very important industryin the colonies because barrels were used to store andship almost everything. Coopers in the colonial eramade between 300,000 and 400,000 barrels per year.The lumber industry also made possible anotherimportant industry in New England—shipbuilding.

With forests and sawmills close to the coast, shipscould be built quickly and cheaply. The large fishingindustry and the growing trade between NewEngland and the other colonies created a steadydemand for ships. English merchants purchasedmany ships from the colonies because the ships couldbe built for 30 to 50 percent less in America than inEngland. By the 1770s, one out of every three Englishships had been built in America.

Summarizing How did geographyshape New England’s industries?

Life in New England’s TownsIf self-sufficient plantations defined the social organ-

ization in the South, Puritan New England’s social lifecentered on the town. Puritans believed that God hadentered into a covenant—or solemn contract—withhuman beings that enabled them to obtain salvation.As a result they also believed that groups of Christiansshould come together to form church covenants—vol-untary agreements to worship together.

The commitment to church covenants encour-aged the development of towns. Instead of grantingland to individuals, the general courts in the New

Reading Check


GENERALFIELD

GENERALFIELD

SOUTH FIELD

NORTH FIELD

Mill

CranberrySwamp

CommonSwamp

CranberrySwamp

CommonSwamp

Near the common was the church, calledthe "meetinghouse" by Puritans.

Each household received a three- to five-acrehome lot where they built a house, a storagebuilding, and pens for livestock.

Town proprietors distributed farmland basedon each family's size, wealth, and status.

Most families, such as John Goodnow's, received several strips of land.

Around the town were common fields; townmembers jointly agreed on crops grown there,and cows grazed on the common land.

CO

M M O N

Sudb

ury R

.

Sudb

ury R

.

1

1

2

2

3

3

4

4

5

5

Commonly held land

Privately held lots

John Goodnow's holdings

Residences

Meetinghouse

Source: American History.

Sudbury, Massachusetts, c. late 1600s

Sudbury, Massachusetts The town was the basic unit of community life in New England in the 1600s. Houseswere laid out around a central pasture called a common. In this map, the holdings of one man, John Goodnow,are highlighted in purple to show the way each person’s land holdings could be scattered about the town. Whodecided how much land each person received?

History

93



Name Date Class

DIRECTIONS: Recording Who, What, When, Where, Why, and How Read the section andanswer the questions below. Refer to your textbook to write the answers.

1. What was the main crop grown in colonial New England?

2. Why did fishing become a major industry in New England?

3. How did whaling play a major role in New England’s economy?

4. How did waterfalls benefit the economy in New England?

5. How did the lumber industry propel the economy in New England?

6. What were the elements of town meetings?


History

Answer: Town proprietors decidedwhat each family received.Ask: Why do you think the meeting-house was situated near the centerof the town? (to be accessible to allmembers of the community, and to bethe focus of community life)

Answer: Thin, rocky soil limited agri-culture to subsistence farming, whilethe ocean supported the fishing andwhaling industries. Waterfalls wereused to power sawmills and exten-sive woodlands supported lumberand shipbuilding industries.

Building a Model Have stu-dents build a model of a water-powered sawmill. Have studentsshare their models with the classas they demonstrate how waterwas used to provide power. Askstudents how we use waterpower today. L3

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSVisual/Spatial Have students create a pyramid-shaped diagram to help them understand thestructure of society in the Middle Colonies in the mid-1700s. The diagram should be divided intosections to illustrate the hierarchy of social groups. Ask students to label the diagram using a briefdescription of what kind of people were included in each, with the most powerful group occupyingthe smallest and highest segment of the pyramid. L1


England Colonies granted land to groups of people,who then became the town proprietors. The townproprietors were usually prominent members of acongregation that wanted to establish a new com-munity. The town became the heart of NewEngland society. It determined how the land wassettled and how the people were governed.

GOVERNMENT

Town Meetings Town residents met to discusslocal problems and issues. Free men in the townselected leaders and chose deputies to go to theGeneral Court of their colony. These town meetingsdeveloped into the local town government. Althoughanyone in the town could attend a town meeting andexpress an opinion, voting was limited to men whohad been granted land by the town. As town meet-ings became more frequent, the men began to passlaws for the town and to elect officials.

The men chosen to manage the town’s affairs werecalled selectmen, and they were elected annually.The selectmen appointed any other officials the townneeded, such as clerks, constables, and justices of thepeace. Town meetings were very important. Unlikefarmers in England, the settlers in New Englandwere allowed to directly participate in their own localgovernment. They developed a strong belief thatthey had the right to govern themselves. Town meet-ings helped set the stage for the American Revolutionand the emergence of democratic government.

Puritan Society The Puritans’ houses were locatedclose to the church, or meetinghouse, and so theycould never claim distance as an excuse to missSunday worship, sermons, and Thursday nightreligious lectures. These sermons and lectures rein-forced the Puritans’ obedience to strict rules regulat-ing most activities of daily life. Puritan law banned“Those infamous Games of Cards and Dice becauseof the lottery which is in them.” Puritans alsofrowned upon “Stage-Players and Mixed Dancing.”

Puritans also felt a sense of responsibility for themoral welfare of their neighbors. Watching over theirneighbors’ behavior was elevated to a religious duty,which Puritans termed “Holy Watching,” or “doingthe Lord’s work.”

Although the Puritans have acquired a reputationfor being intolerant and rigidly moral, they were notopposed to everything that was fun and pleasurable.Puritans drank rum, enjoyed music, and liked to wearbrightly colored clothing that indicated their wealthand social position. They worked hard, and Puritanartisans and architects produced beautiful and elegantworks. In the Puritan view,God had made the world,and the things in it were to be enjoyed by people.As one colonist wrote at the time, “In NewEngland . . . the farmerslive in the midst of a

Devout Puritans in the late 1600s firmlybelieved that Satan used witches to work evil inthe world. In 1692 accusations of witchcraftresulted in the execution of 20 residents of Salem,Massachusetts.

Salem’s witch trials began when a group ofteenage girls accused an African servant of beinga witch. Their accusations soon grew to includeothers, including some prominent people in town.Accused witches were often spared if they con-fessed, especially if they pointed a finger at othercommunity members.

Some people who denied being witches werehanged. Only after the Salem witchcraft trialsended in 1692 did the original accusers admit thatthey had made up the entire story. The incidentmay have reflected community strains and resent-ments. The accusers tended to be less successfulpeople who clung to Salem’s agricultural roots.Many of those accused of witchcraft were prosper-ous and associated with the town’s seaport.

Salem and WitchcraftThe Salem witchcraft trials (below)

led to several executions (right).

94


Writing a Report Have studentswrite a short report about thetypical life of an artisan in anAmerican city in the mid-1700s.Encourage students to uselibrary and Internet resources fortheir research. L2

Use the rubric for a bookreview, research report, or posi-tion paper on pages 89–90 in thePerformance AssessmentActivities and Rubrics.

Puritans placed a premium on literacy.Similar to members of some other reli-gious groups, they were particularly inter-ested in making sure that people couldread the Bible.

Witch-hunt The term witch-hunt is com-monly used to describe an investigationused to harass people who hold differentviews from the investigators’.

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYLanguage Arts Invite a language arts teacher or a librarian to speak to your class about Americanliterature written between 1600 and 1740. Also ask the speaker to discuss literature from this timeperiod and share examples of poetry, short stories, and books that might help students gain a bet-ter understanding of this period in history. After the presentation, ask students the following ques-tion: What topics did writers address during this time period that writers today are still writingabout? L2

Performing Arts Arthur Miller’s1953 play The Crucible is a work offiction about the Salem witchcraft tri-als. Although the play is set in 1692,it reflects Miller’s concern about theU.S. government’s investigations ofsubversive activities during the 1950s.


plenty of the necessaries of life; they do not acquirewealth, but they have comforts in abundance.”

Synthesizing How did NewEngland town meetings prepare the colonists for the future?

Trade and the Rise of Cities In the early colonial era, New England produced

few goods or crops that England wanted, butEngland produced many items that settlers wanted.Such items included hardware and various mechani-cal instruments, as well as fine cloth, linens, ceramicplates, and other luxury items. This situation, com-bined with New England’s shipbuilding industryand good ports, encouraged some settlers to becomemerchants. The growth of trade in New England, inturn, led to the rise of cities along the coast.

Triangular Trade The only way colonial merchantscould acquire the English goods that settlers wantedwas to sell New England’s products somewhere elsein exchange for goods that England wanted.Fortunately, the sugar plantations in the Caribbeanwanted to buy New England’s fish, lumber, and meat.

To pay for the food and lumber from NewEngland, Caribbean sugar planters would eithertrade raw sugar to the New England merchants orgive them bills of exchange. Bills of exchange werecredit slips English merchants gave the planters inexchange for their sugar. These bills worked as a kindof money. New England merchants would take thebills, as well as any sugar they had acquired, backhome to New England and use them to buy Englishmanufactured goods.

New England’s trade with the sugar plantationsof the Caribbean made many merchants verywealthy and led to new industries in New England.Using their new wealth, merchants in Northerncities built factories to refine raw sugar and distiller-ies to turn molasses into rum. Merchants also begantrading with the Southern Colonies, exchangingNorthern fish, rum, and grain for Southern rice,tobacco, and indigo.

The three-way trade New England merchantsestablished with the Caribbean colonies and Englandis an example of triangular trade. Other three-waytrade systems also existed. For example, New Englandmerchants would trade rum to British merchants inexchange for British goods. British merchants thentraded the rum to West Africans in exchange forenslaved Africans, who were then transported acrossthe Atlantic to the Caribbean and traded for sugar.

A New Urban Society The rise of trade in thecolonies caused several ports to grow rapidly intocolonial America’s first cities. By 1760 Philadelphiahad over 23,000 people, making it the largest colonialcity. Charles Town, South Carolina, with 8,000people, was the largest city in the South. Within thesecities and others, a new society developed with dis-tinct social classes.

At the top of society were a small group of wealthymerchants who controlled the city’s trade. The mer-chants in the coastal cities, in many ways similar to theplanter elite in the South, patterned themselves afterthe British upper class. They wore elegant importedclothing, built luxurious mansions surrounded by gar-dens and maintained by servants, and rode throughthe crowded city streets in fancy carriages.

Although the merchants were the wealthiestpeople living in colonial cities, they were only a tinyminority. Artisans and their families made up nearlyhalf of the urban population in colonial America.Artisans were skilled workers who knew how tomanufacture various goods. They included carpen-ters, masons, coopers, iron and silversmiths, glass-makers, bakers, seamstresses, shoemakers, and manyother tradespeople. Some artisans owned their owntools and shops, but most were employed in shopsother people owned. Equal to the artisans in socialstatus were innkeepers and retailers who ownedtheir own places of business.

At the bottom of urban colonial society were thepeople without skills or property. Many of thesepeople were employed at the harbor, where theyloaded and serviced ships. Others worked asservants, washing clothes, grooming horses, cleaninghouses, hauling garbage, and sweeping streets. Thesepeople made up about 30 percent of urban societyduring the colonial period. Below them in status wereindentured servants and enslaved Africans. EnslavedAfricans composed between 10 and 20 percent of theurban population. They too served as manual labor-ers and servants for the city’s wealthier inhabitants.

The rapid development of cities created many prob-lems, including overcrowding, crime, pollution, andepidemics. To deal with these problems, city govern-ments established specific departments and offices.Constables’ offices provided residents with some pro-tection from crime. Charities began to address theproblems of the urban poor, whose numbers swelledwhenever a recession caused trade to decline.

Examining What new social classesdeveloped in the Northern Colonies, and what contributed totheir development?

Reading Check

Reading Check

95


Answer: Town meetings developedinto the local town government. Asthe town meetings became more fre-quent, town leaders began to passlaws and elect officials. Through par-ticipating in their own local govern-ment, the settlers developed a strongbelief in a right to self-government.

Creating a Poster Have stu-dents create a poster to explaintriangular trade as described onthis page. L2

Use the rubric for creatinga map, display, or chart on pages77–78 in the PerformanceAssessment Activities andRubrics.

Answer: Triangular trade resulted inmerchants rising to the top of society.The rise of cities led to the develop-ment of a social class made up ofartisans, innkeepers, and retailers.This group fell directly below themerchants.

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYIdentifying Cause and Effect For each of the following causes related to the structure of NewEngland society, have students list the effects. Cause: Town meetings were held to discuss localproblems and issues. (Possible effects: development of local town governments, development ofelected officials, growth of belief that individuals had the right to govern themselves) Cause:Puritan dwellings were built near their meetinghouses. (Possible effects: Attendance at worshipand meetings was expected. Puritans felt a heightened responsibility to watch over the moral livesof their neighbors.) L2

American Music: Hits ThroughHistory: “Love in a Village/LoveForever,” “Rufty Tufty,” “Reel deDennis McGee”

History and theHumanities

Society in the Middle Colonies The Middle Colonies—Pennsylvania, New York,

New Jersey, and Delaware—contained some of themost fertile farmland in North America. Unlike thesubsistence farmers in New England, most farmers inthe Middle Colonies were able to produce a surplusthat they could sell. The rich soil of the regioncrumbled easily under their plows, and the longergrowing season enabled them to bring forth bumpercrops of rye, oats, barley, and potatoes. The mostimportant crop, however, was wheat, which quicklybecame the region’s main cash crop.

The Growth of the Middle Colonies Merchantsbased in the Middle Colonies rapidly duplicated thesuccess of the New England merchants and beganselling wheat and flour to the colonies in theCaribbean. The Middle Colonies also benefited fromtheir geography. Unlike New England, the MiddleColonies had three wide rivers—the Hudson, theDelaware, and the Susquehanna—that ran deep intothe interior. These rivers made it easy for farmers

to move their goods to the coast for shipping tomarkets elsewhere in America and Europe.

Hundreds of small ships sailed up and down theregion’s rivers, exchanging European goods forbarrels of wheat and flour. At the same time, thou-sands of wagons moved goods overland from inte-rior farms to river towns, where they could be loadedon ships and moved downriver. As might beexpected, towns located where the rivers emptiedinto the Atlantic Ocean rapidly grew into majorcities. The prosperity of the Middle Colonies enabledNew York City and Philadelphia to become the twolargest cities in the British colonies.

The Wheat Boom In the early 1700s, Europe’s cli-mate began to get warmer just as the diseases therebegan to decline. The result was a populationexplosion and a flood of new immigrants into


500 kilometers0 Azimuthal Equidistant projection

500 miles0

N

S

EW

30°N

15°N

45°W60°W 30°W 15°W

Atlantic Ocean

BRITAIN

EUROPE

WESTAFRICA

Manufactured goodsFurs, fish, fruit

Sugar, molasses

Sug

ar, m

olas

ses

Rum

Fish, fruit, meat

Rice, indigo, tobacco, naval stores

lum

ber, m

anu

factured

goods

Flo

ur, fish

, meat,

Enslaved persons, gold dust

Savannah

CharlesTown

Norfolk

PhiladelphiaNew York City

Boston

From Northern Colonies to Europe:Fish, fruit, meatFrom Southern Colonies to Britain:Rice, indigo, tobacco,naval stores (pitch, tar, masts)From Britain to Southern Colonies:Manufactured goods

From West Indies to Northern Coloniesand Britain: Sugar, molassesFrom Northern Colonies to West Indies:Flour, fish, meat, lumber,manufactured goods

From Northern Colonies to Britain:Furs, fish, fruitFrom Britain to Northern Colonies:Manufactured goods

From Northern Coloniesto West Africa: Rum

From West Africa to West Indies:Enslaved persons, gold dust

Colonial Trade Network, 1750

1. Interpreting Maps What commodity was shipped fromthe colonies to West Africa?

2. Applying Geography Skills In what sequence was rumproduced and shipped to markets?

Colonial Exports

British Exports

Imports from West Indies

Middle Passage

96


Answers:1. rum

2. Caribbean colonies tradedmolasses to the Northerncolonies where it was made intorum. Northern colonies tradedthe rum to British merchants inexchange for finished goods.These merchants then exchangedrum with West African traders forenslaved persons, who were thentraded for sugar.

Geography Skills PracticeAsk: What exports to Great Britainwere returned in a different formto the colonies? (possible answer:the profit from lumber and furs wasused to buy furniture and clothing)

Between the time Charles II issued thecharter for Pennsylvania in April of 1681and William Penn’s arrival in 1682, Pennsent his cousin William Markham to claimthe land. Penn also sent along his plans forcentral Philadelphia, which specified thelayout of streets in a grid pattern. The gridpattern, which was new to the colonies,can still be seen in downtown Philadelphia.






NEW ENGLAND AND THE MIDDLE COLONIES

KEY TERMS AND NAMES

Grand Banks a shallow region in the Atlantic Ocean teeming with fish (page 92)

fall line the area where rivers descend from a high elevation to a lower one, causing waterfalls(page 93)

town meetings meetings in New England in which town residents met to discuss problems andissues (page 94)

selectmen men chosen to manage the affairs of New England towns (page 94)

meetinghouse the name given to Puritan churches (page 94)

bills of exchange credit slips used by New England and English merchants (page 95)

triangular trade a three-way trade established by New England merchants (page 95)

Name Date Class

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTHarvard College Founded The Great and General Court of the Massachusetts Bay Colony foundedHarvard College in 1636. The college was named for its first benefactor, John Harvard, a ministerfrom Charlestown. Many of Harvard’s early graduates became ministers, but the college was neveraffiliated with a specific denomination. The curriculum of the college was patterned after themodel used by colleges and universities in England with an emphasis on prevailing Puritan beliefs.Harvard, now known as Harvard University, is the oldest institution of higher education in theUnited States.



Checking for Understanding1. Define: town meeting, selectmen, bill

of exchange, triangular trade, artisan,entrepreneur, capitalist.

2. Identify: Grand Banks, fall line,meetinghouse.

3. Describe the different social classes inNew England and the Middle Colonies.

Reviewing Themes4. Culture and Traditions How did

Puritanism affect the development ofNew England society and government?

Critical Thinking5. Understanding Cause and Effect How

did the geography of the New Englandand Middle Colonies contribute to theireconomic development?

6. Categorizing Use a graphic organizersimilar to the one below to show theeffects of wheat farming on the MiddleColonies.

Analyzing Visuals7. Examining Maps Study the map of a

New England town on page 93. Wouldthe practice of “Holy Watching” havebeen easy to do in this town? Why orwhy not?

8. Descriptive Writing Imagine that youare barrel maker in the New EnglandColonies. Write a letter to a governmentofficial stating the problems you havethat you want the government toaddress.

America—particularly into the Middle Colonies,where land was still available. At the same time,this population explosion created a huge demandfor wheat to feed the soaring number of people inEurope. Between 1720 and 1770, wheat prices morethan doubled in the colonies. This brought a surgeof prosperity to the Middle Colonies.

The rapid rise of the wheat trade and the arrival ofso many new settlers changed the society of theMiddle Colonies. Some farmers became very wealthyby hiring poor immigrants to work on their farms forwages. This enabled them to raise large amounts ofwheat for sale. Other colonists became wealthy asentrepreneurs, or businesspeople who risked theirmoney by buying land, equipment, and supplies andthen selling them to the new immigrants for a profit.

One of the reasons the American colonies had fewindustries and had to import so many manufacturedgoods from England was that the British governmentlimited manufacturing in the colonies. Money toinvest in factories was also scarce. The wheat boomcreated a new group of capitalists, people who hadmoney to invest in new businesses. Industry did notdevelop on a large scale during the colonial era, butthese early capitalists did build large gristmills nearNew York and Philadelphia that produced tens ofthousands of barrels of flour for export. Other earlyentrepreneurs in the Middle Colonies establishedglass and pottery works.

Although many farmers prospered from growingwheat, very few became wealthy, primarily becauseof the limited technology of the time. There were nomechanical harvesters, so all of the wheat had to becut by hand using a sickle. Threshing, or separatingthe grain from the chaff, also had to be done by hand

by beating the grain with a wooden flail. Using sick-les, most farm families could harvest no more than 15 acres of wheat in a season. This was enough toproduce a small surplus, but not enough to makemost farmers rich. Only those farmers who were ableto hire workers or who had extra land that they couldrent to tenant farmers became wealthy.

As a result, distinct classes developed in theMiddle Colonies, as they did in the other regions. Atthe top were wealthy entrepreneurs who owned largefarms and other businesses. In the middle were manyfarmers who owned only a few acres and could gen-erate a small surplus from their land. At the bottom ofsociety were landless workers, who either rented landfrom large landowners or worked for wages.

Explaining Why did the coloniesexperience a population boom in the early 1700s?

Reading Check

Bethlehem, Pennsylvania This painting of a town in the Middle Coloniesrepresents a typical layout of that region of colonial America. What was themain cash crop in the Middle Colonies?

History Through Art

Effects

WheatFarming

97


Section Quiz 3–2


Column A

1. credit slips that worked as a kind of money

2. where residents met to discuss local problems and issues

3. men elected annually to manage a town’s affairs

4. a shallow region in the Atlantic Ocean with anenvironment favorable to plankton

5. the area where rivers descend from a high elevation to alower one, causing waterfalls

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of the choice thatbest completes the statement or answers the question. (10 points each)


★ ScoreChapter 3

Section Quiz 3-2

Column B

A. town meeting

B. Grand Banks

C. bills of exchange

D. fall line

E. selectmen

Answer: A population explosion inEurope resulted in more Europeansimmigrating to the colonies whereland was still available and opportu-nities seemed abundant.

ReteachHave students list the geographicconditions that affected the econ-omy of the New England andMiddle Colonies.

EnrichHave students research the his-tory of one of the towns in theNew England or MiddleColonies.

4 CLOSEHave students draw simple dia-grams showing the triangulartrade patterns that existed incolonial times.

1. Terms are in blue.2. Grand Banks (p. 92), fall line

(p. 93), meetinghouse (p. 94)3. In urban societies the class struc-

ture included wealthy merchants,artisans, innkeepers and retailers,and people without skills or property.

4. Puritans believed that peopleshould worship together. This ledto towns and town meetings andfinally local government.

5. The New England economy devel-oped around water; the MiddleColonies’ economy was based ongood soil and access to waterways.

6. prosperity, capitalists with moneyto invest, distinct social classes

7. Yes; houses were clustered aroundthe common

8. Letters should clearly present thebarrel maker’s point of view.

Answer: wheatAsk: Why were the Middle Coloniesable to produce greater agriculturalyields than the New EnglandColonies? (richer soil and longergrowing season)

History Through Art

1685James II succeeds Charles IIas English monarch


In the later 1600s and early 1700s, Parliament passed a series of laws thatrestricted and controlled colonial manufacturing. One of these laws affected the hatindustry, and another affected the iron industry. These laws annoyed manycolonists, including Benjamin Franklin, who argued:

“The hatters of England have prevailed to obtain an act in their own favor restraining thatmanufacture in America. . . . In the same manner have a few nail makers and a still smallerbody of steelmakers (perhaps there are not half a dozen of these in England) prevailed totallyto forbid by an act of Parliament the erecting of slitting mills or steel furnaces in America; thatAmericans may be obliged to take all their nails for their buildings and steel for their toolsfrom these artificers [craft workers].”

An article in the Boston Gazette also complained:

“A colonist cannot make a button, a horseshoe, nor a hobnail, but some sooty ironmongeror respectable buttonmaker of Britain shall bawl and squall that his honor’s worship is . . .maltreated, injured, cheated, and robbed by the rascally American republicans.”

—adapted from The Rise of American Civilization

The Imperial System

Main IdeaDuring the 1600s, England adopted sev-eral measures to make its trade with theAmerican colonies more profitable.

Key Terms and Namesmercantilism, Charles II, James II,Dominion of New England, GloriousRevolution, natural rights

Reading StrategySequencing As you read aboutEngland’s trade relationship with theAmerican colonies, complete a graphicorganizer similar to the one below bydescribing English attempts at varioustimes to control the colonies.

Reading Objectives• Describe mercantilism and its effect on

the relationship between the coloniesand England.

• Explain how the Glorious Revolution inEngland affected the colonies.

Section ThemeIndividual Action Individual colonistsreacted differently to the political turmoilin England.

1690John Locke publishes TwoTreatises of Government

✦1684

1688Glorious Revolutionin England

✦1687 ✦1690

16911684 1686

Colonial spinning wheel

MercantilismMercantilism is a set of ideas about the world economy and how it works. These

ideas were popular in the 1600s and 1700s. Mercantilists believed that to becomewealthy and powerful, a country had to accumulate gold and silver. A country could do

1686Dominion of NewEngland established

98

1 FOCUSSection OverviewThis section explains howEngland’s control of trade withthe American colonies increasedprofits for the British.

CHAPTER 3Section 3, 98–102CHAPTER 3

Section 3, 98–102



Drawing Conclusions


Copyright © by The McGraw-Hill Companies, Inc. ANSWER: HTeacher Tip: Tell students that overlooking the words notor except in a question is a common error to be avoided.UNIT

1Chapter 3

ENGLISH BILL OF RIGHTS (1689)

1. Declared certain royal practices illegal, such as:

• Dispensing with the law in certain cases

• Suspending laws without the consent of Parliament

• Levying taxes

• Maintaining a standing army during peacetime without the authorization of Parliament

2. Provided for regular and free Parliamentary elections

3. Provided freedom of speech for members of Parliament

4. Settled the question of the succession to the throne

Directions: Answer the followingquestion after reading the informa-tion to the left.

The English Bill of Rightsgreatly influenced thecolonists’ ideas of govern-ment. The document wasused as a condition forWilliam and Mary to acceptthe throne. Which of thefollowing statements is NOTtrue?

F The Bill of Rights limited theking’s power.

G The Bill of Rights declaredcertain royal practices illegal.

H The Bill of Rights specifiedlaws to protect people’s rights.

J The Bill of Rights dealt withconflicts between the monar-chy and Parliament.



Guide to Reading

Answers to Graphic: 1684: Charles IIdeclares Massachusetts a royalcolony because the colonial govern-ment refuses to enforce theNavigation Acts. 1686: James II allowsthe Commissioners of Trade andPlantations to revoke the charters ofConnecticut and Rhode Island andmerge them with Massachusetts andPlymouth to create a new royalprovince, the Dominion of NewEngland. 1691: William and Maryissue a charter establishing the royalcolony of Massachusetts that incorpo-rated Massachusetts Bay, Plymouth,and Maine.

Preteaching VocabularyHave students write a one-sentencedefinition for each of the Key Terms.



Rubrics



this by selling more goods to other countries than itbought from them, causing more gold and silver toflow into the country than what was flowing out topay for products from other countries.

Mercantilists also argued that a country should beself-sufficient in raw materials. If it had to buy rawmaterials from another country, gold and silver wouldflow out to pay for those materials. In order to be self-sufficient, a country should establish colonies whereraw materials were available. The home countrywould then buy the raw materials from its coloniesand, in turn, sell them manufactured goods.

Mercantilism did provide some benefits to colonies.It gave them a reliable market for some of their rawmaterials and an eager supplier of the manufacturedgoods they needed. This system also had drawbacks,however. It prevented colonies from selling goods toother nations, even if they could get a better price.Also, if a colony produced nothing the home countryneeded, the colony could not acquire gold or silver tobuy manufactured goods. This was a serious problemin New England, and it explains in part why NewEngland merchants turned to triangular trade andsmuggling. These methods were the only way for thecolonies to get the gold and silver they needed.

The Navigation Acts During the first half of the1600s, England’s mercantilist policy was very simple.The government tried to encourage exports andrestrict imports. Other than some attempts to regu-late the tobacco trade from Virginia,little attention was paid to the coloniesand how they fit into England’s eco-nomic system.

When Charles II assumed thethrone in 1660, however, he and hisadvisers were determined to generatewealth for England by regulating tradeand expanding the colonies in America.In 1660 Charles asked Parliament topass a navigation act. The act requiredall goods imported or exported fromthe colonies to be carried on Englishships, and stated that at least three-fourths of the crew on each ship had tobe English. The act also listed specificraw materials that could be sold only toEngland or other English colonies. Thelist included sugar, tobacco, lumber,cotton, wool, and indigo—the majorproducts that earned money for thecolonies. Many colonists, especiallytobacco planters, complained about the

act. They argued that it forced them to deal withEnglish merchants who charged such high prices forshipping that the planters were robbed of their profit.

Three years later, in 1663, Parliament passedanother navigation act called the Staple Act. This actrequired everything the colonies imported to comethrough England. All merchants bringing Europeangoods to the colonies had to stop in England, paytaxes, and then ship the goods out again on Englishships. This generated money for England but alsoincreased the price of goods in the colonies.

Frustration with these acts encouraged colonialmerchants to break the new laws. To enforce the actsin the colonies Parliament authorized the appoint-ment of customs inspectors, who would reportdirectly to the English government. As a colonialpower, England had the authority to enact andenforce the Navigation Acts. Problems arose, how-ever, when it tried to do so.

Problems With Enforcement In 1675 King CharlesII appointed a committee called the LordsCommissioners of Trade and Plantations to overseecolonial trade and advise him about problems. It wassoon discovered that Dutch and other foreign shipscrowded Boston Harbor and that the merchants ofMassachusetts routinely ignored the Navigation Actsand smuggled goods to Europe, the Caribbean, andAfrica. Massachusetts’s governor, John Laverett,wasted no time in informing England that

Port of Boston As one of the main points of entry for goods entering and leaving the colonies,Boston was sensitive to the effects of the Navigation Acts. What was the main goal of theNavigation Acts?

History


99


Section 3, 98–102

2 TEACH

Creating a Chart Have studentswork in small groups to create achart describing the advantagesand disadvantages of mercantil-ism to (1) the home country and(2) to a colony. Use the charts todiscuss why the colonists oftenfelt unfairly treated by England’sking and Parliament. L1



I. Mercantilism (pages 98–100)

A. Mercantilism is a set of ideas about the world economy and how it works.Mercantilists believed that a country’s wealth was measured by the amount of goldand silver it possessed. They believed that having a greater number of exports than



Did You Know? Europeans believed in the theory of mercantil-ism, the belief that a nation’s power depended on its wealth. Wealthwas measured by the amount of gold and silver a nation owned.This desire for gold and silver motivated English, Dutch, andFrench pirates in the sixteenth century to raid Spanish ships. Theseships were often loaded with gold and silver that the Spanish plun-dered from Central and South America.


History

Answer: The Navigation Acts sup-ported England’s mercantilist policy ofencouraging English exports andrestricting imports. Mercantilism alsoemphasized the use of the colonies assources of raw materials and marketsfor manufactured goods. Ask: Why did Massachusetts resistthe Navigation Acts more stronglythan the other colonies? (They suf-fered the most since they had many ofthe major ports.)

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYConducting a Debate Organize the class into two debate teams. Have one team take the positionof Sir Edmond Andros and the other take the position of John Wise. Have the groups research andthen debate the following: “Be it resolved that all public gatherings and town meetings will be ille-gal and participants of such gatherings will be arrested and fined.”


Massachusetts was not required to obey laws madeby Parliament unless it was in the interest ofMassachusetts to do so.

For the next few years, Massachusetts refused toanswer the charges that had been brought against it.Finally, in 1684, King Charles II responded to thisdefiance by depriving Massachusetts of its charterand declaring it to be a royal colony.

The Dominion of New England James II, who suc-ceeded his brother Charles to the English throne in1685, went even further in asserting royal authorityand punishing the merchants of New England for theirdefiance. In 1686 the English government mergedMassachusetts, Plymouth, and Rhode Island togetherto create a new royal province called the Dominion ofNew England. The following year Connecticut andNew Jersey were forced to join the Dominion, and bythe spring of 1688, New York had been added as well.

The Dominion was to be run by a governor-general and councilors appointed directly by theking. All colonial assemblies were abolished. Thegovernor-general and his council would have the power to make laws, impose taxes, administerjustice, and confirm or deny all existing land grants.

King James II appointed Sir Edmund Andros tobe the first governor-general. Andros, a former sol-dier and governor of New York, was loyal to theking. His contempt for the Puritan religion and hisdetermination to overturn the systems of govern-ment in the colonies heightened tensions there.

Andros declared all deeds and land titles issuedunder the Massachusetts charter to be worthless, andhe insisted that anyone who wanted a new deedwould have to pay an annual tax to the government.

Working closely with English soldiers and the RoyalNavy, he also rigorously enforced the Navigation Acts.

Equally disturbing to Puritans were the governor-general’s efforts to undermine the Puritan Church.Andros declared that only marriages performed inAnglican churches were legal, and he demandedthat Puritan meeting halls be made available forAnglican services every other Sunday. He alsodeclared that no one was to teach school, a tradi-tional function of Church leaders in New England,without permission.

Andros had managed to anger nearly everyone inNew England society—landowners, church leaders,and merchants. Fortunately, just as tensions were peak-ing in New England, a peaceful revolution took placeback in England, preempting violence in the colonies.

Examining In what ways did theNavigation Acts affect trade in the colonies?

The Glorious Revolution of 1688While the colonists in New England raged at the

actions of Governor-General Andros, the people ofEngland were growing suspicious of their new king,James II. James insisted upon his divine right to rule,and he frequently rejected the advice of Parliament.He had revoked the charters of many English townsand corporations and offended many English peopleby openly practicing Catholicism. He had alsoprosecuted Anglican bishops for defying his wishesconcerning appointments in the Anglican Church.Many members of Parliament worried that if Jamescontinued to act in this manner, he might lead thecountry into another civil war.

Reading Check


C03-07C-664118

1651

Year Act

1660

1663

1673

1696

Colonial trade was to be carried in English ships

Tightened earlier restrictions; certain items, including tobacco, to be sold only to England or its colonies

Colonial goods sold to Europe had to pass through Englishports first to be taxed

Duties imposed on trade between American colonies

Gave customs officials the power to use general searchwarrants; Board of Trade created to oversee colonialeconomic activity

Major Navigation Acts

1. Evaluating Why did the colonists resent theNavigation Acts?

2. Determining Cause and Effect What effect didthe 1651 act have on colonial shipping?

100


Section 3, 98–102


Name Date Class

DIRECTIONS: Identifying Supporting Details Read each main idea. Use your textbook tosupply the details that support or explain each main idea.

Main Idea: Mercantilism is a set of ideas about the world economy and how it works.Mercantilists believed that to become wealthy and powerful, a country had to accumulategold and silver. A country could do that by selling more goods to other countries than itbought from them.

1. Detail: Mercantilists argued that a country should be self-sufficient in .

2. Detail: The inability of New England to produce anything it could sell to England

drove the merchants to and .

3. Detail: The passed by the English Parliament required all goods

imported or exported from colonies to be carried on English ships that had at least a

three-fourths English crew.

4. Detail: The Staple Act of 1663 required that

★


Writing a Letter Have studentscompose a letter from SirEdmund Andros to James IIexplaining the steps he is takingto keep the Dominion of NewEngland loyal to the king. L2

Use the rubric for a diary,short story, memorandum, or let-ter on pages 79–80 in thePerformance AssessmentActivities and Rubrics.

Answers:1. Colonists resented the Navigation

Acts because they restricted howand to whom the colonists couldexport their goods, and increasedthe cost of imported goods.

2. The colonists argued they couldnot make a fair profit because ofhigh shipping prices charged byEnglish merchants.

Chart Skills PracticeAsk: How did the Navigation Act of1673 differ from earlier acts? (Itattempted to regulate trade amongthe American colonies.)

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSLearning Disabled Many unfamiliar names are introduced in this section. Have students make afact sheet for each of the following people: Charles II, Sir Edmond Andros, James II, William andMary, and John Locke. Have students make a numbered list of the facts they learn about each per-son as they read and review the section. L1


ELL

Answer: The Navigation Acts regulated the shipping of goods toand from the colonies, restricted thesale of specific raw materials, andincreased the cost of imported goods.

A Bloodless Revolution Most of theEnglish people and members ofParliament were willing to tolerateJames because they expected hisProtestant daughter Mary and herDutch husband, William of Orange, tosucceed James to the throne. Thesehopes were shattered in June 1688,when James’s second wife gave birth toa son. The son was now the heir to thethrone and would be raised Catholic.

News of the birth triggered protests.Unwilling to risk a Catholic dynasty onthe throne of England, Parliamentinvited William and Mary to take thethrone of England. When Williamarrived, James fled, and Williambecame the new king of England. Thisbloodless change of power becameknown as the Glorious Revolution.

Before assuming the throne,William and Mary were required toswear that they would obey the lawsof Parliament. In 1689 Parliament reada bill of rights to William and Mary,outlining what would be required of them. TheEnglish Bill of Rights abolished the king’s absolutepower to suspend laws and create his own courts. Italso made it illegal for the king to impose taxes orraise an army without the consent of Parliament. TheBill of Rights also guaranteed freedom of speechwithin Parliament and banned excessive bail andcruel and unusual punishments. Every English sub-ject was guaranteed the right to petition the king andthe right to a fair and impartial jury in legal cases.Later that same year, Parliament passed theToleration Act, granting freedom of worship tonearly all Protestants but not to Catholics and Jews.; (See page 1063 for an excerpt from the English Bill of Rights).

The changes the Glorious Revolution brought toEngland contributed significantly to the colonists’ideas of government. Eventually the ideas found inthe English Bill of Rights and the Toleration Actwould be expanded and incorporated into theAmerican Bill of Rights. At the time, however,England’s Glorious Revolution offered colonists a jus-tification to revolt against Governor-General Andros.

The Glorious Revolution in America As soon asword reached Massachusetts that Parliament haddethroned James II, an uprising occurred in Boston.Andros and his councilors were seized and impris-oned. They were later returned to England. Although

William and Mary let the hated Dominion of NewEngland die quietly, they did not completely restorethe old system. They permitted Rhode Island andConnecticut to resume their previous forms of govern-ment, but they were unwilling to surrender all controlover Massachusetts. Instead they issued a new charterin 1691. The new charter combined the MassachusettsBay Colony, Plymouth colony, and Maine into the royalcolony of Massachusetts.

Under the new charter, the people of Massachusettswere given the right to elect an assembly. The assem-bly, in turn, was given the right to elect the governor’scouncilors, but King William insisted that the gover-nor had to be appointed by the king. The new charteralso changed who could vote. Under the new system,voters had to own property, but they did not have tobe members of a Puritan congregation. The new char-ter also granted freedom of worship to Anglicans liv-ing in Massachusetts.

GOVERNMENT

The Legacy of John Locke The Glorious Revo-lution of 1688 also set a very important precedent. Itshowed that there were times when revolutionagainst the king was justified. During this turmoil, apolitical philosopher named John Locke wrote a bookentitled Two Treatises of Government, in which he


i n H i s t o r yAnne Bradstreet c. 1612–1672

Anne Dudley was born about 1612 inNorthampton, England. At the age of 16she married Simon Bradstreet, and twoyears later she accompanied her hus-band on board the Arabella to America.The Bradstreets, traveling with JohnWinthrop’s party, were among the firstsettlers of the Massachusetts Bay Colony.

In America Anne Bradstreet faced thedifficult task of building a home in thewilderness. Despite the hard work ofraising eight children, she found time towrite poetry. In 1650 the first edition ofher poetry was published in England asThe Tenth Muse Lately Sprung Up inAmerica. Bradstreet had not anticipatedthis recognition. Her brother-in-law hadsecretly taken a copy of her manuscriptto a London publisher.

Anne Bradstreetwas a devotedsupporter of herhusband, whobecame a leadingpolitical figure inMassachusetts,serving twoterms asgovernor. Duringthe period of the Dominion of NewEngland, he spoke out against the harshrule of Edmund Andros. In a poem, ToMy Dear Loving Husband, publishedafter her death, Anne described theirrelationship:

If ever two were one, then surely we.If ever man were loved by wife, then

thee;If ever wife was happy in a man,Compare with me ye women if you can.

101


Section 3, 98–102

in HistoryHave students use library and Internetresources to locate and read a poemwritten by Anne Bradstreet. Have stu-dents write a paragraph describingtheir reaction to the poem.






THE IMPERIAL SYSTEM

KEY TERMS AND NAMES

mercantilism a set of ideas about the world economy and how it works (page 98)

Charles II King of England who wanted to generate wealth for England by regulating trade inthe colonies (page 99)

James II King of England who continued to assert royal authority over American colonies (page 100)

Dominion of New England a royal province created from the merger of Connecticut and RhodeIsland with Massachusetts and Plymouth (page 100)

Glorious Revolution the bloodless change of power that occurred in England when William andMary became the monarchs (page 101)

t l i ht i h h ll l b i h ( 102)

Name Date Class

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYGovernment Have a government or political science teacher come and discuss the developmentof legal documents from the colonial period that affected United States history. After the presenta-tion, have students discuss how these documents may have contributed to the AmericanRevolution.

Section Quiz 3–3


Column A

1. bloodless change of power when William became king ofEngland

2. assumed the throne in 1660 determined to generate wealthfor England

3. granted freedom of worship to nearly all Protestants butnot to Catholics and Jews

4. a new royal province created by merging existing colonies

5. a set of ideas about the world economy and how it works

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of the choice thatbest completes the statement or answers the question (10 points each)


Score★ ScoreChapter 3

Section Quiz 3-3

Column B

A. GloriousRevolution

B. mercantilism

C. Toleration Act

D. King Charles II

E. Dominion of New England

explained the basis of political obligation and justi-fied revolution. ; (See page 1064 for an excerpt of Locke’sTwo Treatises of Government.)

Locke argued that a monarch’s right to rule camefrom the people. He asserted that all people wereborn with certain natural rights, including the rightto life, liberty, and property. Before governmentswere created, Locke said, people lived in a “state ofnature” where their rights were not safe. To protecttheir rights, people had come together and mutuallyagreed to create a government. In effect the peoplehad formed a contract. They had agreed to obey thegovernment’s laws, and the government agreed touphold their rights in return. Locke claimed thatmonarchs were parties to this contract, and if theyviolated the people’s rights, the people were justifiedin overthrowing the monarch and changing their sys-tem of government.

Locke’s ideas had a profound influence onAmerican colonists. The colonists understood Locke’s“natural rights” to be the specific rights of English cit-izens that had developed over the centuries inEngland and were referred to in documents such asthe Magna Carta and the English Bill of Rights.Furthermore, Locke seemed to be describing the colo-nial experience. Settlers had arrived in America in astate of nature and then built governments based oncontractual arrangements. The Mayflower Compact,the Fundamental Orders of Connecticut, and the vari-ous colonial charters were all agreements between thepeople and their government.

Others in England and America reinforced andrepeated Locke’s ideas in the decades that followedthe Glorious Revolution. In January 1750, for exam-ple, Jonathan Mayhew, pastor of Boston’s WestChurch, preached:

“If we calmly consider the nature of the thing itself,nothing can well be imagined more directly contrary tocommon sense than to suppose that millions of peopleshould be subjected to the arbitrary, precariouspleasure of one single man—who has naturally nosuperiority over them in point of authority. . . . Whatunprejudiced man can think that God made all to bethus subservient to the lawless pleasure and fancy ofone so that it shall always be a sin to resist him?”

—quoted in The Making of American Democracy

Only a few years later, the American colonieswould put these ideas into practice when theylaunched their own revolution against Britain.

Summarizing What actions didWilliam and Mary take upon becoming the English monarchs?

Reading Check


Checking for Understanding1. Define: mercantilism, natural rights.2. Identify: Charles II, James II, Dominion

of New England, Glorious Revolution.3. Discuss how England’s Glorious

Revolution influenced the Americancolonies.

Reviewing Themes4. Individual Action How did Governor-

General Andros’s attempt to weakencolonial resolve increase colonists’anger towards England?

Critical Thinking5. Predicting Consequences How did the

ideas of the philosopher John Lockecontribute to revolutionary ideas in theAmerican colonies?

6. Categorizing Use a graphic organizersimilar to the one below to fill in thebenefits of mercantilism.

Analyzing Visuals7. Examining Art Study the picture of

Boston on page 99. Why do you thinkcolonial merchant shippers were angryabout the Navigation Acts?

8. Expository Writing Take on the roleof a colonial merchant. Write a letter toa relative in England explaining howthe Navigation Acts have affected yourbusiness.


Benefits for AmericanColonies

Benefits for England

John Locke John Locke is bestknown for his writings on thephilosophy of government. He did,however, have other talents.Though he never completed adegree in medicine, Locke wasknown as “Dr. Locke” in somecircles. In 1666 he successfullyperformed an operation on the Earlof Shaftsbury to clean out an abscessin the chest. In return the earl allowedLocke to live at his home and devote histime to philosophical writings.

102


Section 3, 98–102

Prior to his association with the Earlof Shaftsbury, John Locke pursuedhis interest in experimental science.Robert Boyle, who is considered oneof the founders of modern chem-istry, was one of Locke’s friends.

Answer: William and Mary swore toobey the laws of Parliament.

ReteachAsk students to explain the roleof mercantilism in the creation ofthe Dominion of New England.

EnrichHave student research theNavigation Acts and create atable similar to the one on page100. Students’ tables shouldinclude detail that is notincluded in the text.

4 CLOSEHave students discuss the fol-lowing question: Does theUnited States governmenttoday protect the natural rightsof its citizens? Why or why not?

1. Terms are in blue.2. Charles II (p. 99), James II (p. 100),

Dominion of New England (p.100), Glorious Revolution (p. 101)

3. The Glorious Revolution encour-aged colonists to revolt againstAndros, reestablished colonial con-trol of some colonies, and fosteredideas about rights.

4. Andros’ attempts to weaken colo-nial resolve angered nearly every-one in New England.

5. Locke’s ideas about a contractbetween government and people,justifiable revolution, and naturalrights inspired American colonists.

6. Students’ answers should reflectinformation from the text.

7. The Navigation Acts requiredimports to and exports from thecolonies to be sent on English mer-chant ships only.

8. Students’ letters will vary. Lettersshould include references to ship-ping, raw materials, and the highcost of imported goods.

103

Social Studies

Why Learn This Skill?Graphs are a way of displaying num-

bers or statistics in a clear, easy-to-readway. Learning to read graphs will helpyou understand and compare statisticaldata. One type of graph often used tocompare statistics is a bar graph.

Learning the SkillA bar graph provides information

along two sides, or axes, of a graph.The horizontal axis is the line acrossthe bottom of the graph. The verticalaxis is the line along the side. Bothhave labels to tell you what kind ofinformation they are showing. Bars onthe graph run horizontally or verticallyalong these axes. A double bar graph,such as the one on this page, shows acomparison of information. A key tells you whateach bar represents.

Practicing the SkillThe bar graph above shows the population of six

English colonies in 1700. Study the graph and thenanswer the questions.

1 What two kinds of populations are shown onthis graph?

2 Which colony had the highest total populationin 1700? The lowest?

3 Which colony had the largest enslaved Africanpopulation? The lowest? How do you accountfor the difference?

4 Approximately what percentage of Maryland’stotal population was enslaved Africans?

Skills AssessmentComplete the Practicing Skills questions on page

111 and the Chapter 3 Skill Reinforcement Activityto assess your mastery of this skill.

Reading a Bar Graph

Applying the SkillReading a Bar Graph Gather information about thenumber of students in each of your classes. Create abar graph comparing the total number of students withthe number involved in after-school clubs or sports. Besure to include a title for your graph.

Glencoe’s Skillbuilder Interactive WorkbookCD-ROM, Level 2, provides instruction andpractice in key social studies skills.

Popu

latio

n (in

thou

sand

s)

Massachusetts Connecticut New York Pennsylvania Maryland Virginia

50

40

30

20

10

60

0

Colonies

EnslavedAfrican

population

Totalpopulation

Source: Historical Statistics of the United States: Colonial Times to 1970.

Population of Six English Colonies, 1700

1750 tapestry of Beacon Hill and Boston Common

103

TEACHReading a Bar Graph A hori-zontal bar graph displays thedata categories along the verticalaxis and plots the values alongthe horizontal axis. When thecategories are displayed alongthe horizontal axis and the datais plotted along the vertical axis,the result is a vertical bar graph.A vertical bar graph is some-times called a column graph.

Have students use an almanac orother reference source to deter-mine the male and female popu-lation of their state and fournearby states. Have students usethis information to create a bargraph.

Additional Practice

ANSWERS TO PRACTICING THE SKILL1 total population and enslaved African population2 highest: Virginia; lowest: Pennsylvania3 highest: Virginia; lowest: Pennsylvania; Virginia planta-

tions required intense manual labor4 approximately 10 percent

Applying the SkillGraphs should include realistic data and a key or a legend.

Reinforcing Skills Activity 3

Name Date Class

Reading a Bar Graph

LEARNING THE SKILLBar graphs make statistical information easier to read, understand, and compare.

To read a bar graph, first look at the title to determine the kind of information pro-vided. Then make note of the information provided on the horizontal and verticalaxes. The labels on the axes tell you how to interpret the value or meaning of thebars. In a double bar graph, multiple bars are used to compare information. The keyfor the graph will tell you what each bar represents.

PRACTICING THE SKILLDIRECTIONS: Study the bar graph below. Then answer the questions that follow on a separate sheet of paper.

★

★

Reinforcing Skills Activity 3★

Net Migration From 1650 to 1660

CD-ROMGlencoe SkillbuilderInteractive Workbook CD-ROM, Level 2

This interactive CD-ROM reinforcesstudent mastery of essential socialstudies skills.

Social Studies

A Diverse Society

Main IdeaAmerica in the 1700s matured into a rich and diverse society.

Key Terms and NamesCotton Mather, Pennsylvania Dutch,Stono Rebellion, Enlightenment, GreatAwakening, rationalism, John Locke,Montesquieu, pietism, revival, JonathanEdwards, George Whitefield

Reading StrategyCategorizing As you read about colonialsociety in the 1700s, complete a graphicorganizer similar to the one below byidentifying why immigrants settled in the colonies.

Reading Objectives• Summarize the plight of enslaved

Africans and explain their methods ofresistance.

• Explain how the Enlightenment and theGreat Awakening affected the colonies.

Section ThemeGlobal Connections Immigrants to theAmerican colonies in the 1700s camefrom all across Europe or were broughtby force from Africa.

Early on Sunday morning, October 6, 1723, a 16-year-old boy from Boston stepped off aboat onto Philadelphia’s Market Street wharf. Within just a few years, Benjamin Franklinwould stride into American history. That day, however, he simply wanted to find breakfast:

“I was in my working dress, my best clothes being to come round by sea. I was dirty frommy journey . . . and I knew no soul nor where to look for lodging. I was fatigued with travel-ing, rowing, and want of rest; I was very hungry; and my whole stock of cash consisted of aDutch dollar and about a shilling in copper.”

With some of his money Franklin bought “three great puffy rolls . . . and, having no room inmy pockets, walked off with a roll under each arm, and eating the other . . . I made . . . a mostawkward, ridiculous appearance.”

Franklin’s passion for books and writing led him to Philadelphia, where he achieved successas a printer, writer, scientist, and philosopher. By the time he was 42, the man who popularizedthe proverb “Time is money” could afford to retire and devote himself to public life.

—adapted from Colonial Pennsylvania: A History

Family Life in Colonial America Benjamin Franklin’s meteoric rise from poverty to riches was extraordinary. However,

his huge family—Franklin was 1 of 17 children—was not unusual in America in the1700s. The population of the American colonies was in a period of explosive growth,partly because people were having large families, and partly because immigrants—somewilling, some forced—were flooding into the colonies from Europe and Africa.

1654Jews arrive inNew Amsterdam


Benjamin Franklin

1683German immigrants establishGermantown in Pennsylvania

1734John Peter Zengergoes on trial

1739Stono Rebellion

✦1650 ✦1680 ✦1740✦1710

Group Where They Reasons forSettled Immigrating

Germans

Scotch-Irish

Jews

104

1 FOCUSSection OverviewThis section explores the diver-sity of American society in the1700s.


Section 4, 104–109



Analyzing a Graph


Copyright © by The McGraw-Hill Companies, Inc. ANSWER: DTeacher Tip: Tell students that during the colonial period,the population was doubling approximately every 25years. The total population in 2000 was 281 millionaccording to the U.S. Census Bureau.

UNIT

1Chapter 3

0

500,000

1,000,000

1,500,000

2,000,000

2,500,000

3,000,000

1640 1700 1725 1750 1776

COLONIAL POPULATION GROWTH

Num

ber

of P

eopl

e

Year

Directions: Answer the following question based on the graph.

By how much had the pop-ulation increased from 1750to the time of the AmericanRevolution?

A 25,000

B 500,000

C 1,000,000

D 1,500,000



Guide to Reading

Answers to Graphic: Quakers settledin Pennsylvania to pursue religiousfreedom. Germans settled inPennsylvania, Virginia, and theCarolinas to pursue religious freedomand escape religious wars. Scotch-Irishsettled in Pennsylvania, the westernfrontier, and the backcountry Southto escape rising taxes, poor harvests,and religious discrimination. Jews set-tled in New York, Philadelphia,Charles Town, and Savannah to pur-sue religious freedom.

Preteaching VocabularyAssign one of the Key Terms andNames to each student. Have the stu-dents prepare 30-second oral presen-tations related to their terms andnames.



Rubrics



Population Growth The birthrate in the Americancolonies was high in the 1700s. Most women mar-ried in their early twenties, typically to men in theirearly to mid-twenties. On average, colonial womengave birth to seven children, although giving birth to twice that number of children was notuncommon.

Between 1640 and 1700, the population of theAmerican colonies increased from 25,000 to morethan 250,000. In the 1700s, the population more thandoubled every 25 years. More than 1 million colonistslived in America in the 1750s, and by the time of theAmerican Revolution, the population had reachedroughly 2.5 million people.

Women in Colonial Society In the Americancolonies, as in Europe, law and custom gave mengreater authority and importance than women—inpolitics and in the household. In the early colonialera, married women had no legal status. A marriedwoman could not own anything, and all of the prop-erty she brought into the marriage became her hus-band’s. In most colonies, a married woman could notmake a contract, be party to a lawsuit, or make a will.Husbands were the sole guardians of the childrenand were allowed to physically discipline both theirwives and their children. Single women and widows,on the other hand, had considerably more rights.They could own and manage property, file lawsuits,and run businesses.

In the 1700s, the status of married womenimproved considerably. In most colonies, for exam-ple, husbands could not sell or mortgage their landwithout their wife’s signature on the contract. Also,in several colonies, married women began engagingin business as well. Despite the legal limitations,many colonial women worked outside of theirhomes. Women operated taverns and shops, man-aged plantations, ran print shops, and publishednewspapers.

Health and Disease Improvementsin housing and sanitation helpedAmerican colonists resist some dis-eases. Still, they frequently sufferedfrom typhoid fever, tuberculosis,cholera, diphtheria, “fluxes” (diar-rhea), “malignant fever” (influenza),typhus, and scarlet fever.

These diseases ravaged residentsin colonial cities. When an epidemicof deadly smallpox swept throughBoston in 1721, the scientific interests

of a minister and the knowledge of enslaved Africanscombined to save hundreds of lives. ReverendCotton Mather, a Puritan leader, had read that theTurks had successfully developed an inoculation forsmallpox. Making inquiries among enslavedAfricans, Mather discovered that they also knew thistechnique. At Mather’s urging, Dr. Zabdiel Boylston,a Boston physician and friend, inoculated willingBostonians against the disease. Despite furious oppo-sition, Mather and Boylston persisted in their experi-ment. In July 1721, Mather wrote:

“I have instructed our Physicians in the newMethod used by the Africans and Asiaticks, to preventand abate the Dangers of the Small-Pox, and infalliblyto save the Lives of those that have it wisely managedupon them. The Destroyer, being enraged at theProposal of any Thing, that may rescue the Lives ofour poor People from him, has taken a strangePossession of the People on this Occasion. They rave,they rail, they blaspheme; they talk not only likeIdeots but also like Franticks, . . . I also am an Objectof their Fury. . . .”

—quoted in The Colonial Image

The daring experiment proved to be a great suc-cess. Of the 6,000 people who were not inoculatedand caught smallpox, about 900, or 15 percent, died.In stark contrast, only 6 of the 241 inoculated people,or less than 3 percent, died of the disease.

Summarizing What rights didcolonial law deny women?

Immigrants in Colonial AmericaThe American colonies grew rapidly due to immi-

gration and a high birthrate. Hundreds of thousandsof free white immigrants arrived between 1700 and

1775, settling throughout thecolonies. At the same time, tradersbrought large numbers of enslavedAfricans to America, mostly to theSouthern Colonies.

German Immigrants Arrive inPennsylvania America’s first largegroup of German immigrants cameto Pennsylvania looking for reli-gious freedom. First to arrive were agroup of Mennonites who foundedGermantown in 1683. Large-scale

Reading Check


Pennsylvania Dutch decorated pie dish

105


Section 4, 104–109

2 TEACH

Creating a Graph Have stu-dents use the population data onthis page to create a line graph.Use the graphs to discuss thepopulation trend in theAmerican colonies between 1640and 1750. L1


ELL


I. Family Life in Colonial America (pages 104–105)

A. The colonial population in the 1700s increased rapidly due to the large families that



Did You Know? Religion was the principal force behind thecreation of most institutions of higher learning in the colonies. Ofthe six colleges in operation by 1763, four were founded by reli-gious groups primarily for the training of ministers. These includedHarvard University, William and Mary College, and Yale University.The Great Awakening led to the founding of the College of NewJersey in 1746. It later became known as Princeton, after the town inwhich it is located. One of its first presidents was Jonathan Edwards,the famous preacher of the Great Awakening.


Answer: Married women could notown property, make contracts, beparty to a lawsuit, or make a will.Single and widowed women couldown land, file lawsuits, and run businesses.

Sybilla Masters, wife of a Philadelphiamerchant, invented a corn mill for pro-ducing hominy meal from Indian maize.As a woman, she could not own a patent;therefore she filed the patent applicationfor her mill under her husband’s name. COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITY

Making Oral Presentations Organize the students into groups of four or five. Assign each groupone of the immigrant groups listed in this section. Have the groups research the immigrant groupto discover the reasons why they immigrated to the colonies, where they settled, how they main-tained their cultural identity, and how they participated in colonial society. Have the groups presenttheir findings in an oral presentation to the class.


German immigration to Pennsylvania started in theearly 1700s. By 1775, more than 100,000 Germanshad arrived in the colony, where they made up aboutone-third of the population. Known as thePennsylvania Dutch (from their own word Deutsche,meaning “German”), these settlers became some ofthe colony’s most prosperous farmers. They intro-duced the Conestoga wagon, which later genera-tions would adapt for use in crossing the country. Asearly as the 1720s, many Germans also headed southalong the Great Philadelphia Wagon Road to theShenandoah River valley of Virginia. From therethey spread throughout the backcountry of Virginiaand the Carolinas.

The Scotch-Irish Head West The Scotch-Irish weredescendants of the Scots who had helped Englandclaim control of Northern Ireland. Beginning in 1717,rising taxes, poor harvests, and religious discrimina-tion convinced many Scotch-Irish to flee Ireland. Anestimated 150,000 Scotch-Irish immigrated to theAmerican colonies between 1717 and 1776.

Although the Scotch-Irish settled in many colonies,most headed to Pennsylvania. Unwilling and oftenunable to purchase land, many migrated west to thefrontier, where they occupied vacant land. Many

Scotch-Irish also followed the Great PhiladelphiaWagon Road south into the backcountry of theSouthern Colonies.

Colonial America’s Jewish Community A smallgroup of Jews, fleeing from the Portuguese in Braziland seeking an opportunity to practice their religion,first arrived in the colonies in New Amsterdam (latercalled New York City) in 1654. By 1776 approximately1,500 Jews lived in the colonies. Most lived in the citiesof New York, Philadelphia, Charles Town, Savannah,and Newport, where they were allowed to worship asthey pleased. They made their living as artisans andmerchants. Unlike in western Europe, where Jewscould not own property or participate in professions,colonial Jews lived and worked alongside Christians.

Explaining Why did many Germansimmigrate to Pennsylvania in the 1700s?

Africans in Colonial AmericaAfricans arrived in the colonies from many differ-

ent regions of West Africa. In the colonies, they triedto maintain their specific languages and traditionseven though white planters intentionally bought

slaves from different regions whospoke different languages to make itdifficult for them to plot rebellion.

Africans Build a New Culture InSouth Carolina, where rice cultivationrequired a large, coordinatedworkforce, Africans worked and livedin larger groups than in otherSouthern Colonies. Their isolationfrom the white planters resulted in amore independent African culture,which developed its own languagecalled Gullah. Gullah combinedEnglish and African words, and itallowed Africans from a variety ofhomelands to converse. In theChesapeake region, where more of theenslaved population had been born inAmerica, Africans spoke English.

Using a common language helpedAfricans from diverse backgroundsdevelop a new culture in America.African traditional religious beliefsbecame mixed with the practices ofthe Christian faith. African rhythmsbecame a part of new musical forms.The fear of being sold and separated

Reading Check

i n H i s t o r y

In 1710 Britain had paid for Germanfamilies to immigrate to the Americancolonies. In time, one of these immi-grants, 13-year-old John Peter Zenger,would help change colonial society.

By 1726 Zenger was running a failingprinting business in New York. His onlysuccessful venture to this point hadbeen to print the colonies’ firstarithmetic text.

In 1732 Zenger’s luck changed whenan unpopular royal governor dismissedNew York’s chief justice from office. Thechief justice hired Zenger to publish ananti-government newspaper. In 1734Zenger’s paper called the royal gover-nor’s supporters “the dregs and scandalof human nature.”

Zenger was arrested and charged forprinting libel, or slanderous informa-tion. Indeed, according to British law,criticizing the royal governor—even if

the criticismswere true—wasa grave offense.For the eightmonths he spentin prison, a defi-ant Zenger con-tinued to edit hisnewspaperthrough a hole inhis cell door.

Zenger’s attorney, Andrew Hamilton,the colonies’ most famous lawyer,called Zenger’s cause “the cause of lib-erty.” Only a press free to criticize thegovernment could prevent that govern-ment from abusing its power, Hamiltonargued. The jury took only a few min-utes to reach its verdict. They foundZenger not guilty. Zenger’s trial helpedestablish the American commitment tofreedom of the press.


John Peter Zenger 1697–1746

106


Section 4, 104–109


Name Date Class

DIRECTIONS: Using Headings and Subheadings Locate each heading below in your text-book. Then use the information under the correct subheading to help you write each answer.

I. Family Life in Colonial America

A. What was the population of America by the time of the Revolution?

B. How were single women and widows better off than married women in the colonies?

C. How did many colonial women occupy themselves in spite of legal limitations?

D. What were the results of Reverend Mather’s experiment?

II. Immigrants in Colonial America

A. Why were German settlers known as the Pennsylvania Dutch?


Answer: Germans settled inPennsylvania to pursue religious free-dom and escape religious wars.

Creating Circle Graphs Havestudents create a pair of circlecharts using the data aboutsmallpox on page 105. The chartsshould compare the death ratesof those who were inoculated tothose who were not inoculated.L2


in HistoryIn 1736 Zenger published his accountof the events surrounding his arrestand trial in A Brief Narrative of theCase and Tryal of John Peter Zenger.Although Zenger’s acquittal did notchange the libel laws, it set a politicalprecedent that would be revisitedwhen the Bill of Rights was drafted.

Word Origins The origin of severalEnglish words such as goober, gumbo,and juke, can be traced to the Gullah language.

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSInterpersonal Have students list the objections that Cotton Mather may have encountered as hetried to convince his fellow citizens in Boston to be inoculated against smallpox. Using the list ofobjections, have students write a script that Cotton Mather could have used to convince friendsand fellow citizens to be inoculated. L3


from one’s family, however, was always present.Despite these conditions, many Africans managed topass on their family names and cultural traditions.

Oppression and Resistance In South Carolina,where often as few as 5 whites would overseeroughly 100 enslaved Africans, authority was main-tained through harsh means. Whippings and beat-ings were common. Disobedient workers werebranded, and some planters would slit noses oramputate fingers and toes as punishment and to ter-rify other workers into obeying orders. Africans inSouth Carolina needed passes to leave their planta-tions, and planters organized regular night patrols towatch for rebellion and runaways.

Planters in Virginia also whipped,branded, and mutilated Africans to forcethem to obey. Here, however, the enslavedpopulation was smaller relative to the whitepopulation, and the work was not quite asexhausting and difficult. Therefore, author-ity was often maintained through manipula-tion and persuasion. Planters and overseerswould bargain with the enslaved workers,promising extra rations or days off work ifthe workers completed a particular task.

While slaveholders tried to force enslavedAfricans to obey, Africans themselves devel-oped many different ways to fight against slav-ery. Some Africans resisted by running away.Many others responded with passive resist-

ance. They would refuse to work hard, stage deliberatework slowdowns, or lose or break tools.

Occasionally groups of slaves banded together toresist the slaveholders. In the late 1730s, the governorof Spanish Florida, in an attempt to weaken SouthCarolina, promised freedom and land to anyenslaved Africans who fled south to Florida. In 1739,75 Africans gathered near the Stono River, attackedtheir white overseers, stole their guns, and racedsouth toward Florida, attacking whites as they trav-eled. The local militia eventually ended the StonoRebellion, killing between 30 and 40 of the Africans.

Summarizing In what ways didAfricans resist their enslavement?

Reading Check


N

S

EW


200 miles0

30°N

35°N

40°N

80°W 75°W

AtlanticOcean

APPALACHI A

NMTS.

MAINE(Part ofMASS.)

N.H.

N.Y.MASS.

CONN.R.I.

N.J.

MD. DEL.

VA.

PA.

N.C.

S.C.

GA.Charles Town

Philadelphia

New York City

Newport

Boston

Ethnic Diversity in ColonialAmerica, 1760

Major Cities, c. 1760

Popu

latio

n (in

thou

sand

s)

5

0

10

15

20

25

15,63118,000

8,000 7,500

23,750

Boston

New Yo

rk City

Charle

s Tow

n

Newpo

rt

Phila

delph

ia

Source: Colonial America to 1763.

1. Interpreting Maps Where were the majority of Dutchsettlers located in colonial America?

2. Interpreting Graphs According to the map, which ofthe cities listed on the graph had a predominantlyAfrican population?

AfricanDutchEnglishGermanScottishScotch-IrishEnglish, German& Scotch-IrishProclamation line

107


Section 4, 104–109

Answers:1. New York and New Jersey

2. Charles Town

Geography Skills PracticeAsk: What cities had populationsgreater than 15,000 in 1760?(Boston, New York City, andPhiladelphia)

Writing a Newspaper StoryHave students write a news-paper story about the StonoRebellion. Instruct students towrite a news story, not an edito-rial. Students’ stories shouldfocus on the facts, not on opin-ions, and should be written inthe correct style. L2


Answer: Some Africans ran awaywhile others offered passive resist-ance. They would refuse to workhard, stage deliberate work slow-downs, or lose or break tools.

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYMusic Invite a music teacher or a musician to speak to your class about the influences of Africanmusic on music around the world. Ask the speaker to include live or recorded music in the presen-tation. Have students answer the following question. How do you feel your life has beenenriched by African music? L1

The Enlightenment and the Great Awakening

Ideas as well as people made their way to theEnglish colonies. During the 1700s, America cameunder the influence of two great European culturalmovements. One movement, the Enlightenment,challenged the authority of the church in science andphilosophy while elevating the power of human rea-son. In contrast, a religious movement, later knownin America as the Great Awakening, stresseddependence on God and gained wide appeal amongfarmers, workers, and enslaved people.

The Enlightenment Enlightenment thinkers be-lieved that natural laws applied to social, political,and economic relationships, and that people couldfigure out these natural laws if they employed rea-son. This emphasis on logic and reasoning wasknown as rationalism.

One of the earliest and most influentialEnlightenment writers was John Locke. His contracttheory of government and natural rights is a good example of the way Enlightenment thinkersattempted to use reason to discover natural laws that applied to politics and society.

Even more significant in some ways was Locke’sEssay on Human Understanding. In this work, Lockeargued that contrary to what the Church taught,people were not born sinful. Instead their mindswere blank slates that society could shape. Lockebelieved that society and education could make peo-ple better. These ideas that all people have rights andthat society can be improved became core beliefs inAmerican society.

Another influential Enlightenment writer wasBaron Montesquieu. In his work Spirit of the Laws,

published in 1748, Montesquieu suggested that therewere three types of political power—executive, leg-islative, and judicial. Montesquieu argued that thesepowers should be separated into different branchesof the government to protect the liberty of the people.The different branches would provide checks andbalances against each other and prevent the govern-ment from abusing its authority. Montesquieu’s ideaof the separation of powers shaped the thinking ofmany American leaders who later helped design theAmerican Constitution.

The Great Awakening While some Americansturned away from a religious worldview in the 1700s,others enthusiastically renewed their Christian faith.Many Americans embraced a European religiousmovement called pietism, which stressed an individ-ual’s piety (devoutness) and an emotional unionwith God.

Throughout the colonies, ministers spread themessage of pietism through revivals—large publicmeetings for preaching and prayer. This revival ofreligious feeling is known as the Great Awakening.

In New England the Great Awakening was, inpart, a response to declining religious fervor and areaction to the ideas of the Enlightenment. In 1734 aMassachusetts preacher and philosopher namedJonathan Edwards aimed to restore New England’sspiritual intensity after experiencing his own con-version. His terrifying sermons pictured humanity dangling on the brink of damnation, suspendedonly by the “forbearance of an incensed [angry]God.” Edwards argued that a person had to repentand convert, to be “born again.” This idea of havingan internal emotional experience that brings a per-son to God became a central idea of the GreatAwakening.

The Great Awakening began in earnest when theAnglican minister George Whitefield arrived inPhiladelphia in 1739. The ideas of John Wesley, thefounder of Methodism, influenced Whitefield, andboth had an impact on America. Whitefield was apowerful, emotional speaker, and he attracted largecrowds everywhere he preached.

Whitefield also warned of the dangers of listeningto ministers who had not been born again. This chal-lenge to the authority of other ministers created ten-sions within colonial congregations. During the GreatAwakening, nearly all New England churches splitinto factions called the New Lights and the OldLights, or the New Side and the Old Side. Many min-isters found themselves dismissed by their congrega-tions depending on which side they took. Those


English Flag This flag flew over the English settle-ments throughout the colonial period. First used in1606, the flag displays the red cross of England (crossof St. George) superimposed on the white cross ofScotland (cross of St.Andrew), on the bluebackground field ofScotland. This “UnionFlag,” as it was called,remained in use untilJanuary 1, 1801.

108


Section 4, 104–109






A DIVERSE SOCIETY

KEY TERMS AND NAMES

Cotton Mather a Puritan leader who helped inoculate Bostonians against smallpox (page 105)

Pennsylvania Dutch German immigrants in Pennsylvania (page 106)

Stono Rebellion rebellion by enslaved people against white slaveholders in South Carolina(page 107)

Enlightenment a movement that challenged the authority of the church in science and philoso-phy while elevating the power of human reason (page 108)

Great Awakening a religious movement that stressed dependence on God and gained appealamong farmers, workers, and enslaved people (page 108)

rationalism an emphasis on logic and reasoning (page 108)

Name Date Class

George Whitefield began preaching out-doors in England when some Anglicanministers refused to let him preach intheir churches. He continued this practicewhen he arrived in America.

Saint George is the patron saint ofEngland. His precise origins areunknown, but it is believed that hewas a Roman citizen who wasbeheaded by Diocletian for protest-ing against his persecution ofChristians. Saint Andrew is thepatron saint of Scotland. He was oneof Jesus’ original followers and bychurch tradition is thought to havebeen crucified by the Romans.

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYIdentifying Both the Enlightenment and the Great Awakening had a dramatic impact on life inColonial America. The influences of these cultural movements can still be seen in America today.Have students identify the main idea presented in the passages in the text about these movementsand discuss their significance. L2



Checking for Understanding1. Define: Enlightenment, Great

Awakening, rationalism, pietism, revival.2. Identify: Cotton Mather, Pennsylvania

Dutch, Stono Rebellion, John Locke,Montesquieu, Jonathan Edwards,George Whitefield.

3. Explain how the Enlightenment and theGreat Awakening influenced theAmerican colonies.

Reviewing Themes4. Global Connections What factors and

motivations drove immigration to theAmerican colonies in the 1700s?

Critical Thinking5. Making Comparisons In what ways

did enslaved Africans develop their ownculture in the American colonies?

6. Organizing Use a graphic organizersimilar to the one below to explain thereasons for the population increase inthe colonies in the 1700s.

Analyzing Visuals 7. Studying Paintings Examine the paint-

ing of George Whitefield on this page.How does the imagery of the paintingsuggest the emotionalism thatWhitefield was known for during theGreat Awakening?

8. Persuasive Writing Imagine that youare a German immigrant to the coloniesin 1725. Write a letter to your relativesexplaining what your life in the coloniesis like and encouraging them to join youin America.

churches that embraced the new ideas—including theBaptists, some Presbyterians and Congregationalists,and the new group called the Methodists—experi-enced a surge in membership, while other churches’memberships declined.

The Great Awakening also had a profound effectin the South, where the emotion and energy ofBaptist preaching won converts among poor tenantand backcountry farmers. Baptists also welcomedenslaved Africans at their revivals and condemnedthe brutality of slavery. Hundreds of Africans joinedBaptist congregations and listened to sermons thattaught that all people were equal before God.

The Baptist effort to preach to the enslavedAfricans provoked a violent response from theplanters, who feared losing control of their work-force. Sheriffs and justices of the peace organizedarmed groups of planters to break up Baptist meet-ings by force. Despite the violence, by 1775, 20 per-cent of Virginia’s whites and thousands of enslavedAfricans had joined Baptist congregations. Within theenslaved community, converts spread the word evenfurther, creating a separate African Christian cultureon the plantations.

The Great Awakening was one of the last majorcultural developments in America before theAmerican Revolution. Like the Enlightenment, itimplanted ideas that are still a very powerful part ofAmerican society.

The Enlightenment and the Great Awakening haddifferent origins and directions. Both movements,however, served to emphasize an individualism thatsupported America’s political independence. The

Enlightenment provided arguments against Britishrule. The Great Awakening undermined allegiance totraditional authority.

Describing How did the GreatAwakening affect New England churches?

Reading Check

Factors Contributingto Colonial Population

Increase

The Great Awakening George Whitefield was one of the most famousministers of this period of intense religious revival in the colonies. Howdid Whitefield’s emphasis on being “born again” affect churches?

History Through Art

109


Section 4, 104–109

Section Quiz 3–4


Column A

1. German immigrants in Pennsylvania

2. influential Enlightenment writer

3. when 75 enslaved Africans attacked their white overseers

4. person behind the experiment to inoculate Bostoniansagainst smallpox

5. stresses an individual’s devoutness and emotional unionwith God

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of the choice thatbest completes the statement or answers the question (10 points each)


★ ScoreChapter 3

Section Quiz 3-4

Column B

A. Pietism

B. PennsylvaniaDutch

C. BaronMontesquieu

D. Reverend CottonMather

E. Stono Rebellion

Answer: It challenged ministers’authority and created tensions in con-gregations. Ministers were dismissedor retained according to their stanceon the necessity of being born again.

History Through Art

Answer: It split churches into variousfactions, with some rapidly expand-ing and others declining.

ReteachHave students compose a reviewquestion for each page of thissection. Ask students to taketurns asking their questions untilthe important points of the sec-tion are covered.

EnrichHave students select an eventfrom this section and write anessay about its continuing influ-ence.

4 CLOSEHave students compare and con-trast the Enlightenment and theGreat Awakening.1. Terms are in blue.

2. Cotton Mather (p. 105),Pennsylvania Dutch (p. 106), StonoRebellion (p. 107), John Locke (p. 108), Montesquieu (p. 108),Jonathan Edwards (p. 108),George Whitefield (p. 108)

3. Both movements emphasized anindividualism that supported

America’s political independence.4. pursuit of religious freedom; to

escape religious wars, rising taxes,and poor harvests; slavery

5. by developing their own language,by mixing traditional African reli-gious beliefs with the Christianfaith, and new musical forms

6. enslavement of Africans, immigra-

tion, improved housing and sanita-tion, smallpox inoculation, higherbirthrate

7. Whitefield has his hands raisedand his listeners look almostentranced by him.

8. Letters should include descriptivelanguage of daily life and issue aclear invitation.

New England Colonies

Middle ColoniesFertile soil and long

growing season; rivers ran into backcountry

Colonies grew large amounts of rye, oats, barley, potatoes, and wheat as cash crops

to sell; cities developed on the

coast.

Coastal areas with good natural harbors; inland

areas with dense forests; poor rocky soil and short

growing season

Small farms, lumber mills, fishing,

shipbuilding, and trade flourished; cities developed

along coast.

Most people organized as congregations lived on farms;

in the cities merchants controlled trade, artisans made goods, unskilled workers and enslaved

Africans provided labor.

Wealthiest people owned large farms and other

businesses. Most farmers produced a small surplus.

Tenant farmers rented land from large landowners or

worked for wages.

Southern ColoniesFavorable climate and

soil for agriculture; wide rivers made cities

unnecessary

Tobacco, rice, and indigo grown on large plantations emerged

as cash crops.

Wealthy elite controlled most of the land. Cash crops required a large amount of labor, which was supplied

on large farms by indentured servants and

enslaved Africans.

Region Geography Economy People and Society

The American Colonies

Reviewing Key Facts22. Identify: William Berkeley, Royal African Company,

Charles II, James II, Pennsylvania Dutch, John Locke,Montesquieu, Jonathan Edwards, George Whitefield.

23. What crops did the economy of the Southern Coloniesdepend on?

24. Why did Southern planters come to rely on enslaved labor?

25. How did trade affect the economy of the New EnglandColonies?

26. Why did England pass the Navigation Acts?

27. Why was the creation of the Dominion of New Englandunpopular in the English Colonies?

28. Why did Africans in South Carolina develop a more indepen-dent slave culture than Africans in other Southern Colonies?

29. How did the Great Awakening influence the Americancolonies?

1. cash crop

2. plantation

3. indentured servant

4. gentry

5. subsistence farming

6. Middle Passage

7. slave code

8. town meeting

9. selectmen

10. bill of exchange

11. triangular trade

12. artisan

13. entrepreneur

14. capitalist

15. mercantilism

16. natural rights

17. Enlightenment

18. Great Awakening

19. rationalism

20. pietism

21. revival

Reviewing Key TermsOn a sheet of paper, use the following terms in a sentence.

CHAPTER 3Assessment and Activities

Reviewing Key TermsStudents’ answers will vary. The pageswhere the words appear in the text areshown in parentheses.

1. cash crop (p. 85)

2. plantation (p. 85)

3. indentured servant (p. 86)

4. gentry (p. 86)

5. subsistence farming (p. 87)

6. Middle Passage (p. 89)

7. slave code (p. 90)

8. town meeting (p. 94)

9. selectmen (p. 94)

10. bill of exchange (p. 95)

11. triangular trade (p. 95)

12. artisan (p. 95)

13. entrepreneur (p. 97)

14. capitalist (p. 97)

15. mercantilism (p. 98)

16. natural rights (p. 102)

17. Enlightenment (p. 108)

18. Great Awakening (p. 108)

19. rationalism (p. 108)

20. pietism (p. 108)

21. revival (p. 108)

Reviewing Key Facts22. William Berkeley (p. 87), Royal

African Company (p. 89), Charles II(p. 99), James II (p. 100),Pennsylvania Dutch (p. 106), JohnLocke (p. 108), Montesquieu(p. 108), Jonathan Edwards (p. 108),George Whitefield (p. 108)

23. The Southern Colonies depended ontobacco, rice, and indigo.

24. The crops grown in the SouthernColonies required intense manuallabor. Southern planters could notafford to pay wages to workers, but

110

MindJogger VideoquizUse the MindJogger Videoquiz toreview Chapter 3 content.

Available in VHS

with slave labor they could make a living from theiragricultural endeavors.

25. Trade gave rise to cities and wealthy merchants in NewEngland.

26. The Navigation Acts were passed to support England’smercantilist policy of encouraging English exports andrestricting imports. Mercantilism also emphasized theuse of the colonies as sources of raw materials andmarkets for manufactured goods.

27. The reorganization of the Dominion of New England

was unpopular because it overturned the existing sys-tems of government and tried to undermine thePuritan church.

28. In South Carolina Africans worked in larger groups andwere more isolated from the planters than in otherregions. This led to a more independent culture.

29. The Great Awakening emphasized an individualismthat supported America’s political independence. Italso undermined allegiance to traditional authority.

Critical Thinking30. Analyzing Themes: Global Connections How did events

and movements in the world contribute to the developmentof the American colonies?

31. Evaluating Do you think Nathaniel Bacon was justified instaging a revolt against Virginia’s government?

32. Forming an Opinion Do you think slavery would havebecome entrenched in the South if the region’s economy hadnot depended on cash crops and a large labor force? Why orwhy not?

33. Categorizing Use a graphic organizer similar to the onebelow to compare the economies of the New England,Middle, and Southern Colonies.

Practicing Skills34. Reading a Bar Graph Study the graph of tobacco imports

on page 85. Then use the steps you learned about reading abar graph on page 103 to answer the following questions.a. Interpreting Graphs In which year did imports reach the

highest level?

b. Synthesizing Information Which region would benefitmost by the rise in tobacco imports from 1725 to 1735?

Geography and History35. The map on this page shows colonization and exports in the

Americas in 1750. Study the map and answer the followingquestions.a. Interpreting Maps Which region produced diamonds?

b. Applying Geography Skills Which European countrycontrolled the most territory in the Americas? Which controlled the least?

Writing Activity36. Writing a Magazine Article Find out about slavery through-

out history in various cultural and geographic areas of theworld. Choose one area and compare slavery there with theslavery of Africans in the American colonies. Present yourfindings in a magazine article and place it in your portfolio.

Chapter Activity37. Technology Activity: Using the Internet Search the

Internet for sites that describe what life was like for colonistsin America in the 1700s. Create a travel brochure titled “VisitColonial America.”

Self-Check QuizVisit the American Vision Web site at tav.glencoe.comand click on Self-Check Quizzes—Chapter 3 toassess your knowledge of chapter content.

HISTORY

StandardizedTest Practice

Directions: Choose the best answer to thefollowing question.

All of the following are examples of strong community life inNew England colonies EXCEPT

A plantations.

B schools.

C town meetings.

D churches.

Test-Taking Tip: Think about New England’s geography andsociety. Which of the answers does not describe NewEngland’s society?

SouthernColonies

MiddleColonies

New EnglandColonies


Gol

d

1,000 kilometers

1,000 miles0

0Azimuthal Equal-Area projection

N

S

EW

40°N

20°N

0°

60°W80°W

20°S

AtlanticOcean

PaCIFICOcean

NEWSPAIN

BRAZIL

NEWGRANADA

PERU

THIRTEENCOLONIES(BRITISH)

GUIANA

Dyewoods, tobacco,sugar, cotton,

gold, diamonds

Sugar, tobacco

Tobacco, cocoa beans, hides

Beef

Hides, silver

Rare plants

Cochineal,gold

Skins

Sil ver

Whale products, fish,

furs, grain, tobacco, rice,

and naval stores

FRENCHNORTHAMERICA

BritishDutchFrenchPortugueseSpanish

Colonization and Exports in the Americas, 1750 CHAPTER 3

Assessment and Activities

111

Geography and History35. a. Brazil; b. Spain controlled the

most territory. The Dutch controlledthe least.

Writing Activity36. Students’ magazine articles should

compare and contrast slavery in theAmerican colonies with slavery else-where in the world using specificdetails.

Chapter Activity37. Students’ travel brochures will vary

but should highlight various destina-tions that relate to Colonial America.

Critical Thinking 30. Students’ answers will vary but should include impor-

tant events and movements such as the GloriousRevolution and the Enlightenment.

31. Students’ answers will vary. Answers should supportthe stated point of view.

32. Students’ answers will vary. Answers should supportthe stated point of view.

33. New England Colonies: based on subsistence farming;diverse economic base included livestock, fishing, ship-building; Middle Colonies: urban trade centers led toentrepreneurs; fertile farmland supported many crops;Southern Colonies: based on commercial agriculture;main cash crops were tobacco, rice, and indigo

Practicing Skills34. a. 1775; b. Virginia

StandardizedTest Practice

Answer: ATest-Taking Tip: Encourage stu-dents to underline the key words inthe question stem. In this case thekey words are community life andNew England.

Ask: What was the name of thePuritan group that separated fromthe Anglican Church and fled toHolland? (Pilgrims)

Bonus QuestionBonus Question ??

HISTORY

Have students visit the Web site attav.glencoe.com to review Chapter 3and take the Self-Check Quiz.

