early american history

98

The ColoniesGrow

16071770Why It Matters

Independence was a spirit that became evident early in the history of the Americanpeople. The spirit of independence contributed to the birth of a new nation, one with

a new government and a culture that was distinct from those of other countries.

The Impact TodayAmericans continue to value independence. For example:

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

The American Republic to 1877 Video The chapter 4 video, MiddlePassage: Voyages of the Slave Trade, examines the beginnings of the slave trade,focusing on the Middle Passage.

c. 1570 Iroquois Confederacy

formed

1603 Tokugawa Shogunate

emerges in Japan

1610 Galileo observes

planets and starswith telescope

1676 Bacons

Rebellion

CHAPTER 4 The Colonies Grow

1550 1600 1650

1644 Qing Dynasty

established inChina

1651 First Navigation Act

regulates colonial trade

99

1700s Enslaved Africans

brought to America

1763 Proclamation

of 1763

1689 English Bill of

Rights signed

1690 Lockes Two

Treatises ofGovernment

HISTORY

Chapter OverviewVisit and click on Chapter 4Chapter Overviews to pre-view chapter information.

The South Side of St. Johns Street by Joseph B. Smith This paintingshows a quiet neighborhood in New York City during the late 1760s.


1700 1750

c. 1740 Great Awakening

peaks

1754 French and

Indian War begins

1702 England and

France at war

1748 Montesquieus The

Spirit of Laws

tarvol1.glencoe.com

Step 1 Fold a sheet of paper from side to side,leaving a 2-inch tab uncovered along the side.

Step 2 Turn the paper and fold into thirds.

Step 3 Unfold and cut along the two insidefold lines.

Step 4 Label the foldable as shown.

Fold it so theleft edge lies2 inches fromthe right edge.

Cut along thetwo folds on

the front flap tomake 3 tabs.

Compare-Contrast Study Foldable Make thefollowing (Venn diagram) foldable to compareand contrast the peoples involved in the Frenchand Indian War.

Reading and Writing As you read about theparticipants of the war, write facts about themunder the appropriate tabs of your foldable.

The French and Indian WarFrench

and NativeAmericans

BothBritishand

Colonists

1700sThousands of enslaved Africansare brought to America

1750South Carolina and Georgia have thefastest-growing colonial economies

c. 1760New York Citys populationreaches 18,000

Main IdeaEach region developed a unique wayof life.

Key Termssubsistence farming, triangulartrade, cash crop, diversity, Tide-water, backcountry, overseer

Reading StrategyClassifying Information As you readSection 1, re-create the diagrambelow and describe the differences inthe economies of the New England,Middle, and Southern Colonies.

Read to Learn what the triangular trade was and

how it affected American society. how the regions in the colonies dif-

fered from one another. why the use of enslaved workers

increased in the colonies.

Section ThemeEconomic Factors Ways of earning aliving varied among the colonies.

Life in theColonies

In 1760 Englishman Andrew Burnaby traveled throughout the North Americancolonies, observing American life. He could not imagine that these colonies wouldever join in union for they were as different from one another as fire and water,and each colony was jealous of the other. In short, such is the difference of charac-ter, of manners, of religion, of interest, of the different colonies, that I think . . . werethey left to themselves, there would soon be a civil war, from one end of the continent to the other.

New England ColoniesAlthough Burnaby believed that the colonies would never unite, the

colonies continued to grow. The number of people living in the colonies rosefrom about 250,000 in 1700 to approximately 2.5 million by the mid-1770s. Thepopulation of African Americans increased at an even faster ratefrom about28,000 to more than 500,000.

100 CHAPTER 4 The Colonies Grow

Colonialspinning

wheel

Economic Development

New Middle SouthernEngland Colonies Colonies

Preview of Events

Guide to Reading

1700 1750 1800

101CHAPTER 4 The Colonies Grow

Immigration was important to this growth.Between 1607 and 1775, almost a million peo-plean estimated 690,000 Europeans and278,000 Africanscame to live in the colonies.By 1775 about 2,500 Jews lived in the colonies.Most lived in the cities of New York, Philadel-phia, Charles Town, Savannah, and Newport,where they were allowed to worship as theypleased.

Another reason for the growing populationwas that colonial women tended to marry earlyand have large families. In addition, America,especially New England, turned out to be anunusually healthy place to live.

Most people in New England lived in well-organized towns. In the center of the town stoodthe meetinghouse, a building used for bothchurch services and town meetings. The meet-inghouse faced a piece of land called the green,or common, where cows grazed and the citizenarmy trained. Farmers lived in the town andworked in fields on its outskirts.

Farming was the main economic activity in allthe colonies, but New England farms weresmaller than those farther south. Long winters

and thin, rocky soil made large-scale farmingdifficult. Farmers in New England practicedsubsistence farming, which means that theygenerally produced just enough to meet theneeds of their families, with little left over to sellor exchange. Most Northern farmers relied ontheir children for labor. Everyone in the familyworkedspinning yarn, preserving fruit, milk-ing cows, fencing in fields, and sowing and har-vesting grain.

EconomicsCommerce in New England

New England also had many small busi-nesses. Some people used the waterpower fromthe streams on their land to run mills for grind-ing grain or sawing lumber. Women who madecloth, garments, candles, or soap for their fami-lies sometimes made enough of these productsto sell or trade. Large towns attracted skilledcraftspeople who set themselves up as black-smiths, shoemakers, furniture makers, gun-smiths, metalsmiths, and printers.

Shipbuilding was an important industry. Thelumber for building ships came from the forestsof New England and was transported downrivers to the shipyards in coastal towns.

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Americas Architecture

A house design called a salt box became popularin many areas. The design featured a square or rectangu-lar house, often with an addition in the back that providedmore living space. These houses were called salt boxesbecause they were similar in shape to the wooden box inwhich salt was kept in colonial kitchens. Where was themeetinghouse located in many towns?

Pineapples symbol-ized hospitality in colonial America.

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The region also relied on fishing. New Eng-landers fished for cod, halibut, crabs, oysters,and lobsters. Some ventured far out to sea tohunt whales for oil and whalebone.

Colonial TradeAs the center of the shipping trade in Amer-

ica, northern coastal cities linked the northerncolonies with the Southern Colonies, and linkedAmerica to other parts of the world. New Eng-land ships sailed south along the Atlantic coast,trading with the colonies and with islands in theWest Indies. They crossed the Atlantic carryingfish, furs, and fruit to trade for manufacturedgoods in England and Europe.

These colonial merchant ships followed manydifferent trading routes. Some went directly toEngland and back. Others followed routes thatcame to be called the triangular trade because theroutes formed a triangle. On one leg of such aroute, ships brought sugar and molasses from theWest Indies to the New England colonies. In NewEngland, the molasses would be made into rum.Next, the rum and other goods were shipped toWest Africa and traded for enslaved Africans.Slavery was widely practiced in West Africa.

Many West African kingdoms enslaved thosethey defeated in war. Some of the enslaved weresold to Arab slave traders. Others were forced tomine gold or work in farm fields. With the arrivalof the Europeans, enslaved Africans also began tobe shipped to America in exchange for tradegoods. On the final leg of the route, the enslavedAfricans were taken to the West Indies where theywere sold to planters. The profit was used to buymore molassesand the process started over.

The Middle PassageThe inhumane part of the triangular trade,

shipping enslaved Africans to the West Indies,was known as the Middle Passage. OlaudahEquiano, a young African forced onto a ship toAmerica, later described the voyage:

I was soon put down under the decks, . . . Thecloseness of the place, and the heat of the climate, added to the number in the ship, whichwas so crowded that each had scarcely room toturn himself, almost suffocated us. . . . The shrieksof the women, and the groans of the dying, ren-dered [made] the whole a scene of horror.

102

A deck plan (above) revealstightly packed ranks of slaveson a ship bound from Africa tothe Americas. Once docked, the ships human cargo wasreplaced with rum or molasses.What does the term MiddlePassage refer to?

History

Slaves packed in a ship


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EW30N

60N

15N

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15S

0

60W 30W

THE MIDDLE PASSAGE

Enslaved persons, gold, pepper

Rum, iron, tools

Mol

asse

s

Goo

ds Sugar,

molas

ses, fr

uit

Iron,cloth, weaponsClo

th,ma

nufac

tured

good

s

Rice, tobacco, indi

go, furs

Enslaved persons

AtlanticOcean

PacificOcean

Gulf ofMexico

Caribbean Sea

AFRICA

WESTINDIES

BRITAIN

BRITISHCOLONIES

Triangular Trade Routes

Trade routes

With its trade, shipbuilding, and fishing, NewEnglands economy flourished. Although goodfarmland was lacking in much of the region,New Englands population grew and towns andcities developed.

Explaining Where was the shippinghub in America?

The Middle ColoniesThe Middle Colonies enjoyed fertile soil and a

slightly milder climate than New Englands.Farmers in this region cultivated larger areas of

land and produced bigger harvests than didNew Englanders. In New York and Pennsylva-nia, farmers grew large quantities of wheat andother cash crops, crops that could be sold easilyin markets in the colonies and overseas.

Farmers sent cargoes of wheat and livestockto New York City and Philadelphia for ship-ment, and these cities became busy ports. By the1760s New York, with 18,000 people, andPhiladelphia, with 24,000 people, were thelargest cities in the American colonies.

Industries of the Middle ColoniesLike the New England Colonies, the Middle

Colonies also had industries. Some werehome-based crafts such as carpentry and flour

Destination Total

British America/United States 427,000

Mexico and Central America 224,000

West Indies 4,040,000

Spanish South America 522,000

Guianas 531,000

Brazil 3,647,000

Europe 175,000

African Slave Trade14501870

Source: Historical Atlas of the United States; Philip D. Curtin, Atlantic Slave Trade.

Triangular trade routes developed among the British colonies,Africa, and the West Indies.1. Comparing What did the colonies export to Africa? What

did they import from the West Indies?2. Evaluating Which part of the triangleimport or

exportdo you think was most important to colonists? Why?

making. Others included larger businessessuch as lumbering, mining, and small-scalemanufacturing.

One iron mill in northern New Jerseyemployed several hundred workers, many ofthem from Germany. Other smaller ironworksoperated in New Jersey and Pennsylvania.

German ImmigrantsMost of the nearly 100,000 German immi-

grants who came to America in the colonial erasettled in Pennsylvania. Using agriculturalmethods developed in Europe, these immi-grants became successful farmers.

The Germans belonged to a number of Protes-tant groups. Together with the Dutch, Swedish,and other non-English immigrants, they gavethe Middle Colonies a cultural diversity, or vari-ety, that was not found in New England. Withthe diversity came tolerance for religious andcultural differences.

Explaining What are cash crops?

The Southern ColoniesWith their rich soil and warm climate, the

Southern Colonies were well suited to certainkinds of farming. Southern farmers could culti-vate large areas of land and produce harvests ofcash crops. Because most settlers in the SouthernColonies made their living from farming theland, they did not have the need to developcommerce or industry. For the most part, Lon-don merchants rather than local merchants man-aged Southern trade.

EconomicsTobacco and Rice

Tobacco was the principal cash crop of Mary-land and Virginia. Most tobacco was sold inEurope, where the demand for it was strong.Growing tobacco and preparing it for salerequired a good deal of labor. At first plantersused indentured servants to work in the fields.When indentured servants became scarce andexpensive, Southern planters used enslavedAfricans instead.

Slaveholders with large properties becamerich on tobacco. Sometimes, however, a surplus,or extra amounts, of tobacco on the marketcaused prices to fall and then the growers prof-its also fell. In time, some tobacco plantersswitched to growing other crops such as cornand wheat.

The main cash crop in South Carolina andGeorgia was rice. In low-lying areas along thecoast, planters built dams to create rice fields,called paddies. These fields were flooded whenthe rice was young and drained when the ricewas ready to harvest. Work in the rice paddiesinvolved standing knee-deep in the mud all daywith no protection from the blazing sun or thebiting insects.

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Colonists brought traditions from their home-lands. One was the display of tapestry, a heavyfabric with a woven pattern or picture. What ishappening in this tapestry?

History Through Art


Because rice harvesting required so muchstrenuous work, rice growers relied on slavelabor. Rice proved to be even more profitablethan tobacco. As it became popular in southernEurope, the price of rice rose steadily. By the1750s South Carolina and Georgia had thefastest-growing economies in the colonies.

Tidewater and BackcountryMost of the large Southern plantations were

located in the Tidewater, a region of flat, low-lying plains along the seacoast. Plantations, orlarge farms, were often located on rivers socrops could be shipped to market by boat.

Each plantation was a self-contained commu-nity with fields stretching out around a cluster ofbuildings. The planters wife supervised themain house and the household servants. A plan-tation also included slave cabins, barns and sta-bles, and outbuildings such as carpenter andblacksmith shops and storerooms. Even kitchenswere in separate buildings. A large plantationmight also have its own chapel and school.

West of the Tidewater lay a region of hills andforests climbing up toward the AppalachianMountains. This region was known as the back-country and was settled in part by hardy new-comers to the colonies. The backcountry settlersgrew corn and tobacco on small farms. Theyusually worked alone or with their families,although some had one or two enslavedAfricans to help.

In the Southern Colonies, the independentsmall farmers of the backcountry outnumberedthe large plantation owners. The plantationowners, however, had greater wealth and moreinfluence. They controlled the economic andpolitical life of the region.

Comparing How were the settlersof the Tidewater different from those of the backcountry?

The Old Plantation by an unknown artistThis watercolor from the 1700s shows a tradi-tional African celebration on a Southern plan-tation. Where would you be more likelyto find enslaved African laborersinthe Tidewater or backcountry? Why?

History Through Art

Checking for Understanding1. Key Terms Use each of these terms

in a sentence that will help explain itsmeaning: subsistence farming, triangular trade, cash crop.

2. Reviewing Facts Identify the variouseconomic activities carried on in theMiddle Colonies.

Reviewing Themes3. Economic Factors How did New

Englands natural resources help itscommerce?

Critical Thinking4. Comparing How did farming in

New England compare with farmingin the Southern Colonies? Use a chart like the one below to answerthe question.

5. Making Inferences How do youthink plantation owners in the South-ern Colonies justified their use ofenslaved Africans?

Analyzing Visuals6. Geography Skills Study the map on

page 103. What goods were tradedfrom the British Colonies to GreatBritain? From the West Indies to theBritish Colonies?

SlaveryMost enslaved Africans lived on plantations.

Some did housework, but most worked in thefields and often suffered great cruelty. The largeplantation owners hired overseers, or bosses, tokeep the slaves working hard.

By the early 1700s, many of the colonies hadissued slave codes, strict rules governing thebehavior and punishment of enslaved Africans.Some codes did not allow slaves to leave theplantation without written permission from themaster. Some made it illegal to teach enslavedpeople to read or write. They usually allowedslaves to be whipped for minor offenses andhanged or burned to death for serious crimes.Those who ran away were often caught andpunished severely.

African TraditionsAlthough the enslaved Africans had strong

family ties, their families were often torn apart.Slaveholders could sell a family member toanother slaveholder. Slaves found a source ofstrength in their African roots. They developed aculture that drew on the languages and customsof their West African homelands.

Some enslaved Africans learned trades suchas carpentry, blacksmithing, or weaving. Skilledworkers could sometimes set up shops, sharing

their profits with the slaveholders. Those luckyenough to be able to buy their freedom joinedthe small population of free African Americans.

Criticism of SlaveryAlthough the majority of white Southerners

were not slaveholders, slavery played an impor-tant role in the economic success of the SouthernColonies. That success, however, was built onthe idea that one human being could ownanother. Some colonists did not believe in slav-ery. Many Puritans refused to hold enslavedpeople. In Pennsylvania, Quakers and Mennon-ites condemned slavery. Eventually the debateover slavery would erupt in a bloody war, pit-ting North against South.

Describing What did slave codes do?


Informative Writing Imagine youlive in New England in the 1750sand are visiting cousins on a farmin the Carolinas. Write a letter to a friend at home describing yourvisit to the farm.

Slavery was first outlawed in the northern colonies.This is not true. Slavery was first outlawed in the colony of Georgia in 1735. Georgia eventually made slavery legal again.

Banning Slavery

Similarities Differences

New England

Southern Colonies

The Kidnapped PrinceOlaudah Equiano (c. 17501797) Olaudah Equianowas 11 years oldwhen he and his sister werekidnapped byslave traders.Olaudah was

taken to the West Indies andsold into slavery. His life storyincludes memories of his child-hood in Africa. He wrote hisstory after receiving the nameGustavus Vassa from one of hismasters and buying his free-dom. Published during the timeof the movement to end slav-ery, Equianos work became abest-seller.

READ TO DISCOVERThis selection begins after Olaudah has been kidnappedand forced to endure the terri-fying trip across the AtlanticOcean aboard a slave ship. Asyou read, think about what lifemust have been like forAfricans who were sold intoslavery.

READERS DICTIONARYparcel: grouplots: groupstoil: work

Right away we were taken toa merchants yard, where wewere all penned up togetherlike so many sheep. When I lookedout at the town, everything wasnew to me. The houses were builtwith bricks, in stories, and werecompletely different from any I hadseen in Africa. I was still moreastonished at seeing people onhorseback. . . .

We were not many days in themerchants custody before we weresoldlike this:

Someone beat a drum. Then allthe buyers rushed at once into theyard where we were penned tochoose the parcel of us that theyliked best. They rushed from onegroup of us to another, withtremendous noise and eager faces,terrifying us all.

Three men who were sold werebrothers. They were sold in differentlots. I still remember how theycried when they were parted. Prob-ably they never saw each otheragain.

I didnt know it, but this hap-pened all the time in slave sales.Parents lost their children; brotherslost their sisters. Husbands losttheir wives.

We had already lost our homes,our countries, and almost everyonewe loved. The people who did theselling and buying could have done

it without separating us from ourvery last relatives and friends. Theyalready could live in riches from ourmisery and toil. Whatpossible advantagedid they gain fromthis refinement ofcruelty?

From The Kid-napped Prince byOlaudah Equiano.Adapted by AnnCameron. Copy-right 1995 byAnn Cameron.Reprinted by per-mission of AlfredA. Knopf, Inc.

ANALYZING LITERATURE1. Recall and Interpret How did

the Africans feel as they werebeing sold?

2. Evaluate and Connect Do youthink Olaudah Equiano supportsslavery? Explain.

Interdisciplinary ActivityDescriptive Writing Re-read theexcerpt and think about what itmust have been like to be sepa-rated from family members. Write a dialogue you think might occurbetween two family members asthey are about to be separatedfrom each other.

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1636Harvard Collegeis established

1693College of Williamand Mary is founded

1732Benjamin Franklinpublishes PoorRichards Almanack

c. 1740Great Awakening sweepsthrough the colonies

Main IdeaThe ideals of American democracyand freedom of religion took rootduring the colonial period.

Key Termsmercantilism, export, import, smug-gling, charter colony, proprietarycolony, royal colony, apprentice, literacy

Reading StrategyOrganizing Information As you readthe section, re-create the diagrambelow and identify the three types ofEnglish colonies.

Read to Learn why the Navigation Acts angered

the colonists. who had the right to vote in colo-

nial legislatures.

Section ThemeContinuity and Change The roots ofAmerican democracy, freedom of reli-gion, and public education are foundin the American colonial experience.

Government, Religion,and Culture

Fish and Visitors stink after three days.Beware of little Expenses: a small Leak will sink a great Ship.No gains without pains.Benjamin Franklin wrote these and other witty sayings for his annual book,Poor Richards Almanack. The last sayingNo gains without painswasparticularly true in the American colonies in the late 1600s.

English Colonial RuleIn his writings, Benjamin Franklin celebrated a new American spirit. This

spirit signaled that Americans were beginning to view themselves differentlyfrom the way Great Britain viewed them.

Trouble was brewing in Englandand in the coloniesduring the mid-1600s. Englands monarchy had been restored with Charles II on the throne, butmany people were not satisfied with his rule. James II, Charless successor,


Types of colonies

Preview of Events

Guide to Reading

1630 1670 1710 1750

From Poor RichardsAlmanack


Ben Franklin learnedthe printers trade as ayoung man. By the timehe was 23, he owned hisown newspaper inPhiladelphia. Soon after-ward he began publish-ing Poor RichardsAlmanack, a calendarfilled with advice, phi-losophy, and wise say-ings, such as Early tobed, early to rise, makes

a man healthy, wealthy,and wise.

Franklin was deeplyinterested in science. Heinvented the lightningrod, bifocal eyeglasses,and the Franklin stove forheating. Energetic andopen-minded, Franklinserved in the Pennsylva-nia Assembly for manyyears. He founded a hos-pital, a fire department,

Americas first lendinglibrary, and an academyof higher learning thatlater became the Univer-sity of Pennsylvania.

Franklins greatestservices to his fellowAmericans would comeduring the 1770s. As astatesman and patriot,Franklin would helpguide the colonies towardindependence.

attempted to take back the powers Parliamenthad won during the English Civil War. He alsotried to tighten royal control over the colonies.

In 1688 Parliament took action. It forced outJames and placed his daughter Mary and herDutch husband, William of Orange, on thethrone. This change, which showed the power ofthe elected representatives over the monarch,came to be known as the Glorious Revolution.

William and Mary signed an English Bill ofRights in 1689 guaranteeing certain basic rightsto all citizens. This document became part of theheritage of English law that the Americancolonists shared. It later inspired the people whocreated the American Bill of Rights.

England viewed its North American coloniesas an economic resource. The colonies providedEngland with raw materials. English manufac-turers used these materials to produce finishedgoods, which they sold to the colonists. Thisprocess followed an economic theory called mercantilism. This theory states that as anations trade grows, its gold reserves increase,

and the nation becomes more powerful. Tomake money from its trade, England had toexport, or sell abroad, more goods than itimported, or bought from foreign markets.

To make certain that only England benefitedfrom trade with the colonies, Parliament passeda series of laws between 1651 and 1673. Theselaws, called the Navigation Acts, directed theflow of goods between England and thecolonies. Colonial merchants who had goods tosend to England could not use foreign shipseven if those ships offered cheaper rates. TheNavigation Acts also prevented the colonistsfrom sending certain products, such as sugar ortobacco, outside Englands empire.

Some colonists ignored these laws and begansmuggling, or trading illegally with othernations. Controls on trade would later causeeven more conflict between the Americancolonies and England.

Examining Under mercantilism,who controlled trade and who supplied raw materials?

Citizenship

Colonial GovernmentThe English colonists brought with them

ideas about government that had been develop-ing in England for centuries. By the 1600s theEnglish people had won political liberties, suchas trial by jury, that were largely unknown else-where. At the heart of the English system weretwo principles of government. These princi-pleslimited government and representativegovernmentgreatly influenced the develop-ment of the United States.

By the time the first colonists reached NorthAmerica, the idea that government was not all-powerful had become an accepted part of the English system of government. The idea firstappeared in the Magna Carta that King Johnwas forced to sign in 1215. The Magna Cartaestablished the principle of limited government,in which the power of the king, or government,

was limited. This document provided for pro-tection against unjust punishment and againstthe loss of life, liberty, and property, exceptaccording to law. ; (See page 611 of the Appendix forexcerpts from the Magna Carta.)

As the colonies grew, they relied more andmore on their own governments to make locallaws. By the 1760s there were three types ofcolonies in Americacharter colonies, propri-etary colonies, and royal colonies.

Charter ColoniesConnecticut and Rhode Island, the charter

colonies, were established by settlers who hadbeen given a charter, or a grant of rights andprivileges. These colonists elected their owngovernors and the members of the legislature.Great Britain had the right to approve the gov-ernor, but the governor could not veto the acts ofthe legislature.


The Great Awakening is the namefor the powerful religious revival thatswept over the colonies beginning inthe 1720s. Christian ministers suchas George Whitefield and JonathanEdwards preached throughout thecolonies, drawing huge crowds. TheGreat Awakening had a lastingeffect on the way in which thecolonists viewed themselves, theirrelationships with one another,and their faith.

Jonathan Edwards, George Whitefield, andothers preach of the need for a revival of religious belief.

Awareness of the importance of religion inpeoples lives grows.

A religious revivalsweeps throughAmerica in the mid-1700s.

The Great Awakening

Jonathan Edwards

111

Proprietary ColoniesThe proprietary coloniesDelaware, Mary-

land, and Pennsylvaniawere ruled by propri-etors. These were individuals or groups towhom Britain had granted land. Proprietorswere generally free to rule as they wished. Theyappointed the governor and members of theupper house of the legislature, while thecolonists elected the lower house.

Royal ColoniesBy the 1760s Georgia, Massachusetts, New

Hampshire, New Jersey, New York, North Car-olina, South Carolina, and Virginia were royalcolonies. Britain directly ruled all royal colonies.In each, the king appointed a governor and coun-cil, known as the upper house. The colonistselected an assembly, called the lower house. The

governor and members of the council usually didwhat the British leaders told them to do. How-ever, this often led to conflict with the colonists inthe assembly, especially when officials tried toenforce tax laws and trade restrictions.

Voting RightsColonial legislatures gave only some people a

voice in government. Generally, white men whoowned property had the right to vote; however,most women, indentured servants, landless poor,and African Americans could not vote. In spiteof these limits, a higher proportion of people wasinvolved in government in the colonies than any-where in the European world. This strong partic-ipation gave Americans training that wasvaluable when the colonies became independent.

Drawing Inferences How did theMagna Carta affect government in the colonies?

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New religious groups such as the Baptists, Methodists, and Presbyterianstake root.

Emphasis on education grows.

Belief grows that all people are equalbefore God.

Makes Americans more willing to challengeauthority prior to the American Revolution.

The impact of theGreat Awakening wasfirst felt in the MiddleColonies.

By the 1740s theGreat Awakening hadgrown strong in theSouthern Coloniesthrough the influenceof traveling preacherssuch as SamuelDavies and GeorgeWhitefield.

The Great Awakeningstimulated the growthof educational institu-tions in the New England Colonies.


GeorgeWhitefield New England Colonies

Middle Colonies

Southern Colonies

Thirteen Colonies

ColonialPrintingPressLife in the colonies oftenrevolved around local print-ers who produced pam-phlets, small flyers, books,and newspapers. The firstprinting press in the Ameri-can colonies was estab-lished by Stephen Daye in 1639.

A sheet of paper is fitted into thepaper holder, which is then foldedon top of the type form.

1

2

Type form was slidunder the raisedplaten.

4

Type is made up oflarge numbers of singleletters that can bemoved andreused.

The platen presses the paper ontothe inked type.

5

An Emerging CultureFrom the 1720s through the 1740s, a religious

revival called the Great Awakening sweptthrough the colonies. In New England and theMiddle Colonies, ministers called for a newbirth, a return to the strong faith of earlier days.One of the outstanding preachers was JonathanEdwards of Massachusetts. People thought thathis sermons were powerful and convincing.

The English preacher George Whitefield,who arrived in the colonies in 1739, helpedspread the religious revival. Whitefield inspiredworshipers in churches and open fields fromNew England to Georgia. The Great Awakeningled to the formation of many new churches.

Family RolesThroughout the colonies, people adapted their

traditions to the new conditions of life in Amer-ica. Religion, education, and the arts contributed

to a new American culture. The family formedthe foundation of colonial society.

A colonial farm was both home and work-place. Mothers and fathers cared for their chil-dren. Women cooked, made butter and cheese,and preserved food. They spun yarn, madeclothes, and tended chickens and cows. Menworked in the fields and built barns, houses, andfences. In many areas, women worked in thefields next to their husbands.

Men were the formal heads of the house-holds. They managed the farms and repre-sented the family in community affairs. In mostchurches, women could attend church meet-ings, but could not speak, vote, or serve asclergy. Families often arranged for their sons towork as indentured servants for farmers or toserve as apprentices, or learning assistants, tocraft workers who taught them a trade. Mar-ried women were considered under their hus-bands authority and had few rights.

112

Paper was put in the paperholder. Once the paper wasremoved, it was hung up todry on clothes lines. Thelines were called flys andthe printed papers becameknown as flyers.

The horizontal leverlowered or raised theplaten.

3

paper holder1

type form4

horizontal lever3

platen2

paper5

The colonies early colleges were founded totrain ministers. The first was Harvard College,established in 1636 by the Puritans in Cam-bridge, Massachusetts. Anglicans foundedWilliam and Mary College in Virginia in 1693.

The EnlightenmentBy the middle of the 1700s, many educated

colonists were influenced by the Enlightenment.This movement, which began in Europe, spreadthe idea that knowledge, reason, and sciencecould improve society. In the colonies, the En-lightenment increased interest in science. Peopleobserved nature, staged experiments, and pub-lished their findings. The best known Americanscientist was Benjamin Franklin.

Freedom of the PressIn 1735 John Peter Zenger of the New York

Weekly Journal faced charges of libel for printing acritical report about the royal governor of NewYork. Andrew Hamilton argued that free speechwas a basic right of English people. He defendedZenger by asking the jury to base its decision onwhether Zengers article was true, not whether itwas offensive. The jury found Zenger not guilty.At the time the case attracted little attention, buttoday it is regarded as an important step in thedevelopment of a free press in America.

Analyzing What was the impact ofthe Great Awakening?

Checking for Understanding1. Key Terms Use each of these terms

in a complete sentence that will helpexplain its meaning: export, chartercolony, proprietary colony,apprentice, literacy.

2. Reviewing the Facts Identify somecontributions of women inside andoutside the home.

Reviewing Themes3. Continuity and Change Why did the

Navigation Acts anger the colonists?

Critical Thinking4. Drawing Conclusions Why did

Andrew Hamilton defend John PeterZenger and free speech?

5. Determining Cause and EffectRe-create the diagram below anddescribe the effects of the GreatAwakening.

Analyzing Visuals6. Picturing History Examine the print-

ing press on page 112. Who estab-lished the first printing press in thecolonies? How do you think the colo-nists communicated their ideas beforeprinted material was widely used?

CHAPTER 4 The Colonies Grow 113

Government Draw a chart thatshows the structure of a royalcolony, a proprietary colony, and a charter colony.

Great Awakening

Women in cities and towns sometimes heldjobs outside the home. Young unmarried womenmight work for wealthy families as maids, cooks,and nurses. Widows might work as teachers,nurses, and seamstresses. They also opened shopsand inns. Widows and women who had nevermarried could run businesses and own property,even though they could not vote. ; (See page 594 ofthe Primary Sources Library for the selection, What is an American?)

EducationMost colonists valued education. Children

were often taught to read and write at home bytheir parents. In New England and Pennsylvania,in particular, school systems were set up to makesure that everyone could read and study theBible. In 1647 the Massachusetts Puritans passeda public education law. Each community with 50or more households had to have a school sup-ported by taxes.

By 1750, New England had a very high level ofliteracy, the ability to read and write. Approxi-mately 85 percent of the men and about half of thewomen could read. Many learned to read fromThe New England Primer, which combined lessonsin good conduct with reading and writing.

Many colonial schools were run by widows orunmarried women. In the Middle Colonies, someschools were run by Quakers and other religiousgroups. In the towns and cities, craftspeople setup night schools for their apprentices.

The Pilgrims had companyon the Mayflower. At least

three pests made their first visit to the New World on the famous ship and decided to stay. We hope they wont be around too long.

cockroaches flies

gray rats

N O T E B O O K

ProfileEDWARD WINSLOW was 25 when he sailed on the Mayflower to Massachusetts. Winslow helped found Plymouth Colony, served as the colonys governor three timesand still found time to sit down to the very first Thanksgiving celebrated inthe British colonies in the fall of 1621. Heres part of what he wrote about the first big feast:

OUR HARVEST BEING GOTTEN IN, OUR GOVERNORsent four men on the fowling (hunt for fowl), that we might rejoice together after we had gathered the fruits of our labors. In one day, they killed as much fowl as served the company almost a week. At which time, many of the Indians came amongst us with some ninety men whom for three days we entertained and feasted.

What were peoples lives like in the past?Whatand whowere people talking about? What did they eat? What did they do for fun? These two pages will give you some clues to everyday life in the U.S. as you step back in time with TIME Notebook.

INSECTS ARRIVE

New Pests on the Dock

BE

TTMA

NN

/CO

RB

IS

BE

TTMA

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/CO

RB

IS

Edward Winslow

114

N U M B E R S N U M B E R STHE COLONIES AT THE T IME

1,500 Number of Englishchildren in 1627 who were kidnapped and sent to work as servants in Virginia

80%Percentage of colonists whodied in Jamestown, Virginia, during the winter of 160910 after getting so hungry they ate rats, snakes, and horsehide

65% Percentage of colonistswho could read in 1620

2,500 Number of treesneeded to build a ship the sizeof the Mayflower

0 Number of chairs set at the dinner table for childrenonly adults sat while eating

50 Number of pounds oftobacco colonists in Virginia were fined if they did not go to church in the early 1600s

POPULAR FOOD

Have Your Corn Cakeand Eat It Too!This New World meal is all the rage in the colonies.

Stir one cup of coarse cornmealgrits into three cups of water.

Place on stove. Simmer.

Remove from heat when all the water is absorbed. Let it cool.

Shape the mixture into tworound, flat cakes on a floured work surface.

Bake it in a hot oven for 45 minutes.

Serve warm or cold with freshly churned butter.

#1#1

answer:5

C O L O N I A L A M E R I C A : 1 6 0 0 1 6 5 0

COLONIAL EVENTS

Virginia Is Number 1Heres a list of events that happened first in 1619 in Virginia. One of the facts is wrong. Can you figure out the one that doesnt belong?

1 First boatload of African slaves

2 First labor strike

3 First elected lawmakers

4 First time English settlers can own land

5 First daily newspaper

6 First boatload of women who agreed to marry colonists in exchange for a ticket across the Atlantic

WHAT PEOPLE ARE SAYING

...I found some black people about me, and I believe somewere those who had brought me on board and had been receivingtheir pay.I asked them if we were not to be eaten by thosewhite men with horrible looks, red faces, and long hair.OLAUDAH EQUIANO,

11-year-old kidnapped from his home in what is now Nigeria and brought to America as an enslaved person,

on his first day on the slave ship

For pottage and puddings and custards and pies / Our pumpkins and parsnips are common supplies. We have pumpkinsat morning and pumpkins at noon, / If it were not for pumpkin, /We should be undone. AMERICAN FOLK SONG,

a tribute to the pumpkin

V E R B A T I MV E R B A T I M

NO

RTH

WIN

D P

ICTU

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S

115

1753George Washington sentto Ohio country to protestFrench actions

1754Benjamin Franklin proposesAlbany Plan of Union

Main IdeaRivalry between Great Britain andFrance led to a long-lasting conflict.

Key TermsIroquois Confederacy, militia

Reading StrategyOrganizing Information As you readthe section, re-create the diagrambelow and describe the events thatled to conflict in North America.

Read to Learn how wars in Europe spread to the

American colonies. about the purpose of the Albany

Plan of Union.

Section ThemeContinuity and Change Americancolonists and Native American groupswere drawn into the clash betweenFrance and Britain.

France andBritain Clash


Powderhorn, Frenchand Indian War

Conflict inNorth America

Preview of Events

Guide to Reading

1740 1750 1760

In 1689 England and France began competing to be the most powerful nation inEurope. This contest for power went on for generations, with only short intervals ofpeace. In 1758 writer Nathaniel Ames noted, The parts of North America which maybe claimed by Great Britain or France are of as much worth as either kingdom. Thatfertile country to the west of the Appalachian Mountains [is the] Garden of the World!

British-French RivalryBritain and France had been competing for wealth for centuries. By 1700 they

were two of the strongest powers in Europe. Their long rivalry aroused bitterfeelings between British and French colonists in North America.

As the growing population of the American colonies pushed up againstFrench-held territory, hostility between England and France increased. At thesame time, some land companies wanted to explore opportunities in the OhioRiver valley. However, the French, who traded throughout the Ohio country,

1745New England troops seize Fort Louisbourg from France


regarded this territory as their own. They had nointention of letting British colonists share in theirprofitable fur trade.

In the 1740s British fur traders went into theOhio country. They built a fort deep in the terri-tory of the Miami people at a place called Pick-awillany. Acting quickly, the French attackedPickawillany and drove the British traders out ofOhio. The French then built a string of fortsalong the rivers of the upper Ohio Valley, closerto the British colonies than ever before. Twomighty powersGreat Britain and Francewere headed for a showdown in North America.

In the early 1700s, Britain had gained controlof Nova Scotia, Newfoundland, and the HudsonBay region. In the 1740s French troops raidedtowns in Maine and New York. In response aforce of New Englanders went north and cap-tured the important French fortress at Louis-bourg on Cape Breton Island, north of NovaScotia. Later Britain returned Louisbourg toFrance, much to the disgust of the New Englandcolonists.

Native Americans Take SidesThe French traders and the British colonists

knew that Native American help would make adifference in their struggle for North America.The side that received the best trade terms fromNative Americans and the most help in the warwould probably win the contest for control ofNorth America.

The French had many Native American allies.Unlike the British, the French were interestedmainly in trading for fursnot in taking overNative American land. The French also had gen-erally better relations with Native Americans.French trappers and fur traders often marriedNative American women and followed theircustoms. French missionaries traveled throughthe area, converting many Native Americans toCatholicism.

During the wars between Great Britain andFrance, Native Americans often helped theFrench by raiding British settlements. In 1704,for example, the Abenaki people joined theFrench in an attack on the British frontier out-post at Deerfield, Massachusetts, in whichalmost 50 settlers were killed.

MissouriR

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ississipp

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io R

.

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ado R .R

io

Grande

AtlanticOcean

PacificOcean Gulf of

Mexico

HudsonBay

NEW SPAIN

LOUISIANA

FLORIDA

NEWFRANCE

13CO

LON

IES

WEST INDIES

SOUTHAMERICA

Claimed by Britain

Claimed by Spain

Claimed by France

The Iroquois ConfederacyThe most powerful group of Native Ameri-

cans in the East was the Iroquois Confederacy,based in New York. When the confederacy wasfirst formed in about 1570, it included fivenationsthe Mohawk, Seneca, Cayuga, Onon-daga, and Oneida. Other groups later joined orwere conquered by the Iroquois.

The Iroquois managed to remain independentby trading with both the British and the French.By skillfully playing the British and Frenchagainst each other, the Iroquois dominated thearea around the Great Lakes.

By the mid-1700s, however, the Iroquois cameunder greater pressure as the British moved intothe Ohio Valley. Eventually the leaders of theconfederacy gave certain trading rights to the

North America in 1754

1. Analyzing Information What power claimed the terri-tory of Florida?

2. Region What three rivers were located within French territory ?


Drake Claims South and North A

merica

for England, June 1579

This country our general named Albio

n, and that for two

causes; the one in respect of the whit

e banks and cliffs, . . .

that it might have some affinity [simila

rity], even in name also,

with our own country, which was som

etime so called.

Before we went from there, our gener

al caused to be set

up, a monument of our being there; a

s also of her majesties,

and successors right and title to that ki

ngdom, namely, a plate

of brass, fast nailed to a great and firm

post; whereon is

[carved] her graces name, and the day

and year of our arrival

there, and of the free giving up, of the

province and kingdom,

both by the king and people, into her

majesties hands. . ..

Sieur de St. Lusson Claims West andNorthwest America for France, 1671In the name of the Most High, Mighty, and Redoubted Monarch, Louis the Fourteenth of that name,Most Christian King of France and Navarre, I take pos-session of this place, Ste. Marie of the Sault, as also ofLakes Huron and Superior, the Island of Manitoulin, and all countries, rivers, lakes, and streams . . . boththose which have been discovered and those which may be discovered hereafter, in all their length andbreadth, bounded on the one side by the seas ofthe North and of the West, and on the otherby the South Sea: Declaring to thenations thereof that from this timeforth they are vassals [servants] ofhis Majesty, bound to obey hislaws and follow his customs. . . .

118

1. How are the two accounts similar?2. Why do you think these men held

such formal ceremonies whenclaiming a piece of land?

Learning From History

Francis Drake

I Claim This Land!In the sixteenth century, Europeans became aware of a larger worldaround thema world where they could claim new lands and prof-its. Soon a desire arose in England and France to conquer these landsand the people in them, and a race began to be the first to makethose claims.

British and reluctantly became theirallies. By taking this step, the Iro-quois upset the balance of powerbetween the French and British thathad been so difficult to establish.

Explaining Whywere Native Americans more likely to helpthe French than help the British?

American Colonists Take Action

A group of Virginians had plansfor settling the Ohio Valley. In the fallof 1753 Governor Robert Dinwiddieof Virginia sent a 21-year-old planterand surveyor named George Wash-ington into the Ohio country. Wash-ingtons mission was to tell theFrench that they were trespassing onterritory claimed by Great Britainand demand that they leave.

Washington delivered the mes-sage, but it did no good. The Frenchtold me, Washington said later,that it was their absolute design totake possession of the Ohio, and byGod they would do it.

Washingtons First CommandIn the spring of 1754, Dinwiddie

made Washington a lieutenantcolonel and sent him back to theOhio country with a militiaagroup of civilians trained to fight inemergenciesof 150 men. The mili-tia had instructions to build a fortwhere the Allegheny and Mononga-hela Rivers meet to form the OhioRiverthe site of present-day Pitts-burgh. When Washington and histroops arrived, they found theFrench were already building FortDuquesne (dooKAYN) on that spot.

Washington established a smallpost nearby called Fort Necessity.Although greatly outnumbered, the

forces of the inexperienced Washington attackeda French scouting party. The French surroundedWashingtons soldiers and forced them to surren-der, but the soldiers were later released and theyreturned to Virginia. Washingtons account of hisexperience in the Ohio country was published,and his fame spread throughout the colonies andEurope. In spite of his defeat, the colonistsregarded Washington as a hero who struck thefirst blow against the French.

The Albany Plan of UnionWhile Washington struggled with the French,

representatives from New England, New York,Pennsylvania, and Maryland met to discuss thethreat of war. In June 1754, the representativesgathered in Albany, New York. They wanted tofind a way for the colonies to defend themselvesagainst the French. They also hoped to persuadethe Iroquois to take their side against the French.

The representatives adopted a plan suggestedby Benjamin Franklin. Known as the AlbanyPlan of Union, Franklins plan called for onegeneral government for 11 of the Americancolonies. An elected legislature would governthese colonies and would have the power to col-lect taxes, raise troops, and regulate trade. Not asingle colonial assembly approved the plan.None of the colonies were willing to give up any

Checking for Understanding1. Key Terms Write a short paragraph

that uses the terms Iroquois Confed-eracy and militia.

2. Reviewing Facts List two reasonsthe French felt threatened by Britishinterest in the Ohio River valley.

Reviewing Themes3. Continuity and Change Why did

colonists consider George Washing-ton a hero, even after he wasdefeated by the French?

Critical Thinking4. Analyzing Primary Sources Re-read

Benjamin Franklins quote on thispage. What was his reaction to thecolonies refusal to accept the AlbanyPlan of Union?

5. Evaluating Information Re-createthe diagram below and explain thepowers the legislature would haveunder the Albany Plan.

Analyzing Visuals6. Geography Skills Study the map on

page 117. What countries claimedland in North America? What powercontrolled most of what is present-day Canada? If you live in NorthAmerica, what country controlled the region in which you live?


Expository Writing Make a list of five questions that a reportermight have asked Iroquois leadersafter they reluctantly sided with the British.

The Albany Plan was the first colonial constitution.Actually it was not the first. In 1639, settlers in Connecti-cut drew up Americas first formal constitution, or char-ter, called the Fundamental Orders of Connecticut. Thisdocument laid out a plan for government that gave thepeople the right to elect the governor, judges, and rep-resentatives to make laws.

The Albany Plan

Albany Plan

of their power. The Albany meeting failed tounite the colonists to fight the French. Disap-pointed, Franklin wrote,

Everyone cries, a union is necessary, but whenthey come to the manner and form of the union, theirweak noodles [brains] are perfectly distracted.

Washingtons defeat at Fort Necessity markedthe start of a series of clashes and full-scale war.The colonists called it the French and IndianWar because they fought two enemiestheFrench and their Native American allies.

Analyzing What was the purposeof the Albany Plan of Union?

Understanding Cause and EffectWhy Learn This Skill?

You know that if you watch television instead ofcompleting your homework you will receive poorgrades. This is an example of a cause-and-effect rela-tionship. The causewatching television instead ofdoing homeworkleads to an effectpoor grades.

Learning the SkillA cause is any person, event, or condition that

makes something happen. What happens as a resultis known as an effect. These guidelines will help youidentify cause and effect.

Identify two or more events. Ask questions about why events occur. Look for clue words that alert you to cause

and effect, such as because, led to, broughtabout, produced, and therefore.

Identify the outcome of events.

Practicing the SkillStudy the cause-and-effect chart about the slavetrade on this page. Think about the guidelineslisted above. Then answer the questions below.

1 What were some causes of the development ofslavery in the colonies?

2 What were some of the short-term effects ofenslaving Africans?

3 What was the long-term effect of the develop-ment of slavery?

Critical ThinkingCritical Thinking

Colonists need to grow cash crops, such as tobacco and rice.

European demand for tobacco and rice increases.

Growing tobacco and rice requires large labor force.

Africans are robbed of basichuman rights.

Population of enslaved Africans grows.

Slavery creates feelings of injustice and plants seeds of regional conflict.


Applying the SkillUnderstanding Cause and Effect Read anaccount of a recent event or chain of events inyour community newspaper. Determine at leastone cause and one effect of that event. Show thecause-and-effect relationship in a chart.

Glencoes Skillbuilder InteractiveWorkbook CD-ROM, Level 1, providesinstruction and practice in key social studies skills.

121

1754French and IndianWar begins

1758French forces drivenout of Fort Duquesne

1759British forces capture Quebec

1763Proclamation of1763 established

Main IdeaEngland and France fought for controlof North America. The French andIndian War resulted from this struggle.

Key Termsalliance, speculator

Reading StrategyOrganizing Information As you readthe section, re-create the diagrambelow and describe the effects theseevents had on the conflict betweenFrance and Britain.

Read to Learn how British fortunes improved after

William Pitt took over direction ofthe war.

how Chief Pontiac united his peo-ple to fight for their land.

Section ThemeIndividual Action Victory or loss inwar often depended on the actions of a single leader.

The French and Indian War


These lakes, these woods, and mountains were left [to] us by our ancestors. Theyare our inheritances, and we will part with them to no one. . . . [Y]ou ought to knowthat He, the Great Spirit and Master of Life, has provided food for us in these spaciouslakes and on the woody mountains. . . .

These words, spoken by Chief Pontiac, served as a warning to the British colonistswho wanted to take Native American lands.

The British Take ActionDuring the French and Indian War, some Native Americans fought on the

side of the British. Many others fought against the British. The war that raged inNorth America through the late 1750s and early 1760s was one part of a largerstruggle between England and France for control of world trade and power onthe seas.

In 1754 the governor of Massachusetts announced to the colonial assembly thatthe French were on the way to making themselves masters of this Continent.

Native Americanmaize mask

Turning point Effect

Pitt takes charge

Quebec falls

Preview of Events

Guide to Reading

1750 1755 1760 1765

CHAPTER 4 The Colonies Grow122

The British colonists knew that the French werebuilding well-armed forts throughout the GreatLakes region and the Ohio River valley. Their net-work of alliances, or unions, with Native Ameri-cans allowed the French to control large areas ofland, stretching from the St. Lawrence River inCanada all the way south to New Orleans. TheFrench and their Native American allies seemedto be winning control of the American frontier.The final showdown was about to begin.

During the early stages of the French andIndian War, the British colonists fought theFrench and the Native Americans with littlehelp from Britain. In 1754, however, the govern-ment in London decided to intervene in the con-flict. It was alarmed by the new forts the Frenchwere building and by George Washingtonsdefeat at Fort Necessity. In the fall of 1754, GreatBritain appointed General Edward Braddockcommander in chief of the British forces inAmerica and sent him to drive the French out ofthe Ohio Valley.

Braddock Marches to DuquesneIn June 1755, Braddock set out from Virginia

with about 1,400 red-coated British soldiers anda smaller number of blue-coated colonial militia.George Washington served as one of his aides. Ittook Braddocks army several weeks to trekthrough the dense forest to Fort Duquesne.Washington reported that Braddock

halted to level every mole-hill and to erectbridges over every brook, by which means wewere four days in getting twelve miles.

Washington tried to tell Braddock that hisarmys style of marching was not well suited tofighting in frontier country. Lined up in columnsand rows, the troops made easy targets. Brad-dock ignored the advice.

On July 9 a combined force of Native Americanwarriors and French troops ambushed theBritish. The French and Native Americans werehidden, firing from behind trees and aiming atthe bright uniforms. The British, confused andfrightened, could not even see their attackers.One of the survivors of Braddocks army, Cap-tain Orne, later described the great confusion

Native American warriors and Frenchtroops, protected by rocks and trees, fireinto General Braddocks army, who werecrammed together on a forest trail.What weakness of the British armycontributed to Braddocks defeat?

History


Native American allies began staging raids onfrontier farms from New York to Pennsylvania.They killed settlers, burned farmhouses andcrops, and drove many families back toward thecoast. French forces from Canada capturedBritish forts at Lake Ontario and at Lake George.

Pitt Takes ChargeGreat Britains prospects in America

improved after William Pitt came to power assecretary of state and then as prime minister. Anoutstanding military planner, Pitt knew how topick skilled commanders. He oversaw the wareffort from London.

To avoid having to deal with constant argu-ments from the colonies about the cost of thewar, Pitt decided that Great Britain would payfor supplies needed in the warno matter thecost. In doing so Pitt ran up an enormous debt.After the French and Indian War, the Britishraised the colonists taxes to help pay this debt.Pitt had only delayed the moment when thecolonists had to pay their share of the bill.

250 kilometers0Lambert Equal-Area projection

250 miles0

N

S

EW

60W80W

40N

AMHE

RS

T

WOLFE

AM

HER

ST

BRADDOCK

Gulf ofSt. Lawrence

AtlanticOcean

Lake Superior

Lake Huron

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LakeOntario

Alle

ghen

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Hudson

R.

LakeChamplain

MonongahelaR.

NEWFRANCE

ACADIA

Quebec

Louisbourg

Montreal Halifax

Ft. Saint JohnFt. Beausejour

Alexandria

Boston

New York City

Ft. Necessity

Ft. Duquesne

Ft. Niagara

Ft.Oswego

Ft. Frontenac

Ft. William HenryFt. TiconderogaCrown Point

The French and Indian War, 17541763

that overcame Braddocks troops when theywere attacked. Braddock called for an orderlyretreat, but the panic was so great he could notsucceed. Braddock was killed, and the battleended in a bitter defeat for the British, who suf-fered nearly 1,000 casualties. Washington led thesurvivors back to Virginia.

Britain Declares War on FranceThe fighting in America helped start a new war

in Europe, known as the Seven Years War. Afterarranging an alliance with Prussia, Britain declaredwar on France in 1756. Prussia fought France andits allies in Europe while Britain fought France inthe Caribbean, India, and North America.

The first years of the war were disastrous forthe British and their American colonies. Frenchtroops captured several British forts, and their

British troop movementsFrench troop movements

British victory

French victory

British territory

French territory

Disputed territory

CityFort

1. Movement After their victory at the French city of Quebec, in what direction did the British troops advance?

2. Drawing Conclusions Why would Ft. Duquesne be avaluable fort to control?

Pitt wanted more than just a clearpath to the Western territories. He alsointended to conquer French Canada. Hesent British troops to North Americaunder the command of such energeticofficers as Jeffrey Amherst and JamesWolfe.

In 1758 Amherst and Wolfe led aBritish assault that recaptured thefortress at Louisbourg. That same year agroup of New Englanders, led by Britishofficers, captured Fort Frontenac at LakeOntario. Still another British forcemarched across Pennsylvania and forcedthe French to abandon Fort Duquesne,which was renamed Fort Pitt.

Describing What abili-ties did William Pitt bring to the post of primeminister?

The Fall of New FranceThe year 1759 brought so many British victo-

ries that people said the church bells of Londonwore thin with joyous ringing. The British cap-tured several French islands in the West Indiesand the city of Havana in Cuba. They defeatedthe French in India, and destroyed a French fleetthat had been sent to reinforce Canada. Thegreatest victory of the year, though, took place inthe heart of New France.

The Battle of QuebecPerched high on a cliff overlooking the St.

Lawrence River, Quebec, the capital of NewFrance, was thought to be impossible to attack.In September 1759, British general James Wolfefound a way.

One of Wolfes scouts spotted a poorlyguarded path up the back of the cliff. Wolfes sol-diers overwhelmed the guards posted on thepath and then scrambled up the path during thenight. The British troops assembled outside thefortress of Quebec on a field called the Plains ofAbraham. There they surprised and defeated theFrench army. James Wolfe died in the battle. TheFrench commander, the Marquis de Montcalm,was wounded and died the next day.

The Treaty of ParisThe fall of Quebec and General Amhersts cap-

ture of Montreal the following year brought thefighting in North America to an end. In the Treatyof Paris of 1763, France was permitted to keepsome of its sugar-producing islands in the WestIndies, but it was forced to give Canada and mostof its lands east of the Mississippi River to GreatBritain. From Spain, Frances ally, Great Britaingained Florida. In return, Spain received Frenchlands west of the Mississippi Riverthe Louisi-ana Territoryas well as the port of New Orleans.

The Treaty of Paris marked the end of Franceas a power in North America. The continent wasnow divided between Great Britain and Spain,with the Mississippi River marking the bound-ary. While the Spanish and British were workingout a plan for the future of North America,many Native Americans still lived on the landscovered by the European agreement.

Summarizing What lands did Spainreceive under the Treaty of Paris?


If you are French . . . join us. If you are English, we declare war against you. Let us have your answer.Pontiac, 1763

Trouble on the FrontierThe British victory over the French dealt a

blow to the Native Americans of the Ohio Rivervalley. They had lost their French allies and trad-ing partners. Although they continued to tradewith the British, the Native Americans regardedthem as enemies. The British raised the prices oftheir goods and, unlike the French, refused topay the Native Americans for the use of theirland. Worst of all, British settlers began movinginto the valleys of western Pennsylvania.

Pontiacs WarPontiac, chief of an Ottawa village near

Detroit, recognized that the British settlers threat-ened the Native American way of life. Just asBenjamin Franklin had tried to bring the coloniestogether with the Albany Plan, Pontiac wanted tojoin Native American groups to fight the British.

In the spring of 1763, Pontiac put together analliance. He attacked the British fort at Detroitwhile other war parties captured most of theother British outposts in the Great Lakes region.That summer Native Americans killed settlersalong the Pennsylvania and Virginia frontiers ina series of raids called Pontiacs War.

The Native Americans, however, failed to cap-ture the important strongholds of Niagara, FortPitt, and Detroit. The war ended in August 1765

Checking for Understanding1. Key Terms Use the terms alliance

and speculator in a short paragraphto explain their meaning.

2. Reviewing the Facts Name the threenations that were involved in theSeven Years War.

Reviewing Themes3. Individual Action How did Pontiac

plan to defend Native Americansfrom British settlers? Was his plansuccessful?

Critical Thinking4. Analyzing Information What did

the British hope to gain by issuingthe Proclamation of 1763?

5. Analyzing Information Whatactions do you think General Brad-dock could have taken to increase hisarmys chances of defeating theFrench? Re-create the diagram belowto organize your answer.

Analyzing Visuals6. Geography Skills Study the map of

the French and Indian War on page123. What was the result of the battleat Fort Duquesne? What route didBritish General Wolfe take to reachQuebec?


Geography Sketch a map showingthe land claims of Great Britain,France, and Spain in North Amer-ica after the Treaty of Paris.

Other strategies and tactics

after British troops de-feated Pontiacs allies,the Shawnee and Dela-ware people. In July 1766,Pontiac signed a peace treaty and was pardonedby the British.

GeographyThe Proclamation of 1763

To prevent more fighting, Britain called a haltto the settlers westward expansion. In theProclamation of 1763, King George III declaredthat the Appalachian Mountains were the tem-porary western boundary for the colonies. Theproclamation angered many people, especiallythose who owned shares in land companies.These speculators, or investors, had alreadybought land west of the mountains. They werefurious that Britain ignored their land claims.

Although the end of the French and IndianWar brought peace for the first time in manyyears, the Proclamation of 1763 created friction.More conflicts would soon arise between Britainand the colonists in North America.

Examining Why were manycolonists angered by the Proclamation of 1763?

HISTORY

Student Web ActivityVisit and click on Chapter 4Student Web Activitiesfor an activity on theFrench and Indian War.

tarvol1.glencoe.com

098-127 C04SE-860983 10/14/03 8:15 PM Page 125

Between the 1600s and early1700s, thirteen American colonies are establishedsome for profit and others by religious groups seeking freedom.

New England, the Middle Colonies,and the Southern Colonies developdiverse economies.

Although many different people live in the colonies, their values and beliefs, government, and educational institutions grow out of English traditions.

Between 1650 and 1750, Parliament passes laws regulating colonial trade.

In 1754 the French and Indian War begins.

From 1689 to 1763, France andBritain fight a series of wars.

Under the terms of the Treatyof Paris, Britain obtains control of much of the continent.

North America is divided between Great Britain and Spain.

126

The Colonies Grow

Reviewing Key TermsUse all the terms below in one of three paragraphs, eachabout one of the following: trade, farming, organization of the colonies.1. subsistence farming 5. charter colony2. cash crop 6. proprietary colony3. export 7. import4. mercantilism

Reviewing Key Facts8. Why did the colonial population grow rapidly?9. What differences existed between the Tidewater

planters and the backcountry farmers of the South?10. What was the Great Awakening?11. What immigrant groups settled in Pennsylvania?12. How did the soil in the Middle Colonies differ from

that in New England? What did that mean for the two regions?

13. What was the Iroquois Confederacy?14. What was Englands reason for the Navigation Acts?15. What was the Enlightenment?16. What North American land claims were the French

forced to give up in the Treaty of Paris?17. Why did the Proclamation of 1763 cause friction?

Critical Thinking18. Comparing How did the economies of the New Eng-

land and Southern Colonies differ? Re-create the chartbelow to answer the question.

19. Drawing Conclusions Re-read the People in Historyfeature on page 109. In what ways did BenjaminFranklin represent the Enlightenment way of thinking?

20. Determining Cause and Effect How did the Frenchrelationship with Native Americans help them in theirconflicts with the British?

21. Analyzing Information Re-read the Two Viewpointsfeature on page 118. Why did Drake give the nameAlbion to the land?

Northern economy Southern economy

Geography and History ActivityStudy the map of North America in 1754 on page 117; thenanswer these questions.22. What countries controlled land on the continent?23. What regions were under Spains control?24. Who controlled the land that is now Mexico?25. What nation controlled the Mississippi River?

Practicing SkillsDetermining Cause and Effect Each of the following threesentences illustrates a cause-and-effect relationship. On aseparate sheet of paper, identify the cause(s) and effect(s) in each sentence.26. During the 1700s the population of the English colonies

grew dramatically as a result of high immigration.27. To make certain that only England benefited from trade

with the colonies, Parliament passed the Navigation Acts.28. Because worship was so central to the Puritans, they built

their towns around the church.

Citizenship Cooperative Activity29. Community Volunteers Work with a partner to make a

list of places in your community that need the services ofvolunteers. These can include libraries, nursing homes,and day care centers. Call each place and ask what thevolunteers do, what times of the day and week they areneeded, and how a volunteer can get started. Share yourfindings with the class. Then volunteer some of your timeat one of the places you contacted.

Economics Activity30. Working with a partner, create a map showing a trade

route that colonial merchants might use. To get started,examine maps and information from your text and fromencyclopedias and historical atlases. Include the physicalfeatures that the colonial merchants had to face, includ-ing rivers, mountains, lakes, and so on.

Alternative Assessment31. Portfolio Writing Activity Research and write a report in

which you identify racial, ethnic, and religious groups thatimmigrated to the United States. Choose one group from the 17th century, one group from the 18th century, and onefrom the 19th century. Identify their reasons for immigrating.

Self-Check QuizVisit and click on Chapter 4Self-Check Quizzes to prepare for the chapter test.

tarvol1.glencoe.com

HISTORY

127

Directions: Use the map above to answer the following question.

According to the map, which of the following state-ments is true?

F The Appalachian Mountains divided North Car-olina and South Carolina.

G Virginia had the largest population.H Most of Delawares people were English. J Dutch communities were widespread through-

out South Carolina.

Test-Taking Tip:Make sure that you look at the maps title and key so

that you understand what it represents. Since the map does not show total population of the colonies,

you can eliminate answer G.

Standardized Test Practice


70W80W

40N

APP

AL A

CHIA

NMOUNTA

INS

Ohio

R. AtlanticOcean

MASS.(District of Maine)

N.H.

MASS.

R.I.CONN.

N.Y.

N.J.PENN.

DEL.MD.

VA.

N.C.

S.C.

GA.

Lambert Equal-Area projection250 kilometers0

250 miles0

N

S

EW

National Origin ofColonists, 1760

African

Dutch

English

German

Scotch-Irish

Scottish

098-127 C04SE-860983 10/14/03 9:52 PM Page 127

The American Republic To 1877Table of ContentsPreviewing Your TextbookScavenger HuntHow Do I Study History?Reading Skills HandbookIdentifying Words and Building VocabularyReading for a ReasonUnderstanding What you ReadThinking About Your ReadingUnderstanding Text StructureReading for Research

National Geographic Reference AtlasUnited States PoliticalUnited States PhysicalUnited States Territorial GrowthMiddle America Physical/PoliticalCanada Physical/PoliticalMiddle East Physical/PoliticalWorld PoliticalUnited States Facts

National Geographic Geography HandbookWhat Is Geography?How Do I Study Geography?How Do I Use Maps?How Does Geography Influence History?Geographic Dictionary

Reading for InformationUnit 1: Different Worlds Meet, Beginnings to 1625Chapter 1: The First Americans, Prehistory to 1492Section 1: Early PeoplesSection 2: Cities and EmpiresSection 3: North American PeoplesChapter 1 Assessment and Activities

Chapter 2: Exploring the Americas, 14001625Section 1: A Changing WorldSection 2: Early ExplorationSection 3: Spain in AmericaSection 4: Exploring North AmericaChapter 2 Assessment and Activities

Unit 2: Colonial Settlement, 15871770Chapter 3: Colonial America, 15871770Section 1: Early English SettlementsSection 2: New England ColoniesSection 3: Middle ColoniesSection 4: Southern ColoniesChapter 3 Assessment and Activities

Chapter 4: The Colonies Grow, 16071770Section 1: Life in the ColoniesSection 2: Government, Religion, and CultureSection 3: France and Britain ClashSection 4: The French and Indian WarChapter 4 Assessment and Activities

Unit 3: Creating a Nation, 17631791Chapter 5: Road to Independence, 17631776Section 1: Taxation Without RepresentationSection 2: Building Colonial UnitySection 3: A Call to ArmsSection 4: Moving Toward IndependenceThe Declaration of IndependenceChapter 5 Assessment and Activities

Chapter 6: The American Revolution, 17761783Section 1: The Early YearsSection 2: The War ContinuesSection 3: The War Moves West and SouthSection 4: The War Is WonChapter 6 Assessment and Activities

Chapter 7: A More Perfect Union, 17771790Section 1: The Articles of ConfederationSection 2: Convention and CompromiseSection 3: A New Plan of GovernmentChapter 7 Assessment and Activities

Civics in Action: A Citizenship HandbookSection 1: The ConstitutionSection 2: The Federal GovernmentSection 3: Citizens' Rights and ResponsibilitiesHandbook Assessment

The Constitution of the United States

Unit 4: The New Republic, 17891825Chapter 8: A New Nation, 17891800Section 1: The First PresidentSection 2: Early ChallengesSection 3: The First Political PartiesChapter 8 Assessment and Activities

Chapter 9: The Jefferson Era, 18001816Section 1: The Republicans Take PowerSection 2: The Louisiana PurchaseSection 3: A Time of ConflictSection 4: The War of 1812Chapter 9 Assessment and Activities

Chapter 10: Growth and Expansion, 17901825Section 1: Economic GrowthSection 2: Westward BoundSection 3: Unity and SectionalismChapter 10 Assessment and Activities

Unit 5: The Growing Nation, 18201860Chapter 11: The Jackson Era, 18241845Section 1: Jacksonian DemocracySection 2: Conflicts Over LandSection 3: Jackson and the BankChapter 11 Assessment and Activities

Chapter 12: Manifest Destiny, 18181853Section 1: The Oregon CountrySection 2: Independence for TexasSection 3: War with MexicoSection 4: New Settlers in California and UtahChapter 12 Assessment and Activities

Chapter 13: North and South, 18201860Section 1: The North's EconomySection 2: The North's PeopleSection 3: Southern Cotton KingdomSection 4: The South's PeopleChapter 13 Assessment and Activities

Chapter 14: The Age of Reform, 18201860Section 1: Social ReformSection 2: The AbolitionistsSection 3: The Women's MovementChapter 14 Assessment and Activities

Unit 6: Civil War and Reconstruction, 18461896Chapter 15: Road to Civil War, 18201861Section 1: Slavery and the WestSection 2: A Nation DividingSection 3: Challenges to SlaverySection 4: Secession and WarChapter 15 Assessment and Activities

Chapter 16: The Civil War, 18611865Section 1: The Two SidesSection 2: Early Years of the WarSection 3: A Call for FreedomSection 4: Life During the Civil WarSection 5: The Way to VictoryChapter 16 Assessment and Activities

Chapter 17: Reconstruction and Its Aftermath, 18651896Section 1: Reconstruction PlansSection 2: Radicals in ControlSection 3: The South During ReconstructionSection 4: Change in the SouthChapter 17 Assessment and Activities

Unit 7: Modern America Emerges, 1877PresentChapter 18: Reshaping the Nation, 18771929Section 1: The Western FrontierSection 2: Invention and IndustrySection 3: Reform at Home, Expansion AbroadSection 4: World War I and Its AftermathChapter 18 Assessment and Activities

Chapter 19: The Making of Modern America, 1929PresentSection 1: Depression and a Second World WarSection 2: Turning PointsSection 3: Modern AmericaSection 4: The War on TerrorismChapter 19 Assessment and Activities

AppendixWhat Is an Appendix and How Do I Use One?Primary Sources LibraryPresidents of the United StatesDocuments of American HistorySupreme Court Case SummariesGazetteerGlossarySpanish GlossaryIndexAcknowledgments and Photo Credits

Feature ContentsNational Geographic Geography & HistoryPrimary Sources LibraryDocuments of America's HeritageTwo ViewpointsMore AboutTechnology & HistoryLinking Past & PresentWhat IfYou DecideTIME NotebookWhy It MattersCauses and EffectsWhat Life Was LikeAmerica's LiteratureSkillBuilderCritical ThinkingSocial StudiesStudy & WritingTechnology

People in HistoryFact Fiction FolklorePrimary Source QuotesCharts & GraphsNational Geographic Maps

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