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ContentsChapter IntroductionSection 1Life in the ColoniesSection 2Government, Religion, and CultureSection 3France and Britain ClashSection 4The French and Indian WarChapter SummaryChapter AssessmentClick on a hyperlink to view the corresponding slides.

Introduction 1Click the Speaker button to replay the audio.

Introduction 2Chapter ObjectivesClick the mouse button or press the Space Bar to display the information.Define the triangular trade and explain how it affected American society. Understand how the regions in the colonies differed from one another. Understand why the use of enslaved workers increased in the colonies.Section 1: Life in the Colonies

Introduction 3Chapter ObjectivesClick the mouse button or press the Space Bar to display the information.Understand why the Navigation Acts angered the colonists. Identify the people who had the right to vote in colonial legislatures.Section 2: Government, Religion, and Culture

Introduction 4Chapter ObjectivesClick the mouse button or press the Space Bar to display the information.Explain how wars in Europe spread to the American colonies. Understand the purpose of the Albany Plan of Union.Section 3: France and Britain Clash

Introduction 5Chapter ObjectivesClick the mouse button or press the Space Bar to display the information.Explain how British fortunes improved after William Pitt took over direction of the war. Describe how Chief Pontiac united his people to fight for their land.Section 4: The French and Indian War

Introduction 6Why It MattersIndependence was a spirit that became evident early in the history of the American people. The spirit of independence contributed to the birth of a new nation, one with a new government and a culture that was distinct from those of other countries.

Introduction 7The Impact TodayClick the mouse button or press the Space Bar to display the information.Americans continue to value independence. For example: The right to practice ones own religion freely is safeguarded. Americans value the right to express themselves freely and to make their own laws.

Introduction 8

Introduction 9

End of Introduction

Section 1-1Guide to ReadingClick the mouse button or press the Space Bar to display the information.Each region developed a unique way of life. subsistence farming Main IdeaKey Termstriangular trade cash crop diversity Tidewater backcountry overseer

Section 1-2Click the mouse button or press the Space Bar to display the information.Guide to Reading (cont.)Classifying Information As you read Section 1, re-create the diagram shown on page 100 of your textbook and describe the differences in the economies of the New England, Middle, and Southern Colonies. what the triangular trade was and how it affected American society. Reading StrategyRead to Learnhow the regions in the colonies differed from one another. why the use of enslaved workers increased in the colonies.

Section 1-3Guide to Reading (cont.)Economic Factors Ways of earning a living varied among the colonies.Section Theme

Section 1-4Click the Speaker button to replay the audio.Colonial spinning wheel

Section 1-5Click the mouse button or press the Space Bar to display the information.New England Colonies Immigration was an important factor to the growth of the colonies. (pages 100103)Between 1607 and 1775, almost a million people came to live in the colonies. The colonies also grew as parents had larger families, more babies survived childhood diseases, and people began living longer.

Section 1-6Click the mouse button or press the Space Bar to display the information.Most New Englanders lived in towns. (pages 100103)Each town had a meetinghouse facing a green, or common, where cows grazed and the army trained. The meetinghouse was used for both town meetings and church services.New England Colonies (cont.)

Section 1-7Click the mouse button or press the Space Bar to display the information.New England Colonies (cont.) The soil in New England made farming difficult. Farming produced just enough to meet the needs of families. This was called subsistence farming. The farms in New England were also smaller than in the South.(pages 100103)

Section 1-8Click the mouse button or press the Space Bar to display the information.New England Colonies (cont.) Small businesses thrived. Skilled craftspeople, such as blacksmiths, furniture makers, and printers, started businesses. Women often produced extra candles, garments, and soup to sell or trade.(pages 100103)

Section 1-9Shipbuilding and fishing were important industries. New England Colonies (cont.) (pages 100103)Click the mouse button or press the Space Bar to display the information.The shipping trade in America centered in northern coastal cities. Northern coastal cities linked the northern colonies with the Southern Colonies, and linked America to other parts of the world. For example, manufactured goods from Europe were traded for fish, furs, and fruit from New England.

Section 1-10The triangular trade route developed. Ships brought sugar and molasses from the West Indies to New England where the molasses was made into rum. New England Colonies (cont.) (pages 100103)Click the mouse button or press the Space Bar to display the information.From New England, rum and other manufactured foods were shipped to West Africa. On the second leg in West Africa, these goods were traded for enslaved Africans. On the last leg, the enslaved Africans were taken to the West Indies where they were sold to planters.

Section 1-11The profit was used to buy more molasses, and the triangular trade continued. New England Colonies (cont.) (pages 100103)Click the mouse button or press the Space Bar to display the information.One of the worst parts of the triangular trade was called the Middle Passage. Enslaved Africans endured inhumane treatment and conditions during the voyage across the Atlantic.

Section 1-12Click the mouse button or press the Space Bar to display the answer.Why were the enslaved Africans forced into such a brutal existence during the Middle Passage?Possible answer: The enslaved Africans captors and the people on the ship did not think of Africans as people but as cargo. Because the slave trade was so profitable, these people only thought of enslaved Africans as a way to make more money. As a result, the more people they could pack on a ship, the more money they would make.New England Colonies (cont.) (pages 100103)

Section 1-13Click the mouse button or press the Space Bar to display the information.The Middle ColoniesFarms in these colonies were larger than in New England. As a result, they produced greater quantities of cash crops. (pages 103104)The port cities of New York and Philadelphia became busy with the wheat and livestock that was shipped from them. Lumbering, mining, small-scale manufacturing, and home-based crafts were major industries of the region.

Section 1-14Religious and cultural differences existed here. The Middle Colonies (cont.) (pages 103104)Click the mouse button or press the Space Bar to display the information.Immigrants from Germany, Holland, Sweden, and other non-English countries provided a cultural diversity not found in New England.

Section 1-15Click the mouse button or press the Space Bar to display the answer.What was the importance of cash crops?Cash crops could easily be sold in both the colonies and in Europe. They brought in revenue to the seller. The larger the land and the harvest from that land, the more the revenue increased.The Middle Colonies (cont.) (pages 103104)

Section 1-16Click the mouse button or press the Space Bar to display the information.The Southern Colonies The economies of the Southern Colonies were dependent upon tobacco in Maryland and Virginia and on rice in South Carolina and Georgia. (pages 104105)As a result, commerce or industry was slow to develop in the South. Growing tobacco and rice was dependent upon slave labor. Rice was even more profitable than tobacco. London merchants, rather than the local merchants, managed this southern trade.

Section 1-17Tobacco and rice were grown on plantations. The Southern Colonies (cont.) (pages 104105)Click the mouse button or press the Space Bar to display the information.A plantation, or large farm, was often on a river so crops could be shipped easily by boat. Each plantation was a community consisting of a main house, kitchens, slave cabins, barns, stables, and outbuildings, and perhaps a chapel and a school. They were in the Tidewater region of the South.

Section 1-18Some people in the South settled in the backcountry region, toward the Appalachian Mountains. The Southern Colonies (cont.) (pages 104105)Click the mouse button or press the Space Bar to display the information.Small farms grew corn and tobacco. The independent small farmers outnumbered the large plantation owners. Yet the plantation owners controlled the economic and political life of the region.

Section 1-19Would you have wanted to be a backcountry farmer or a plantation owner? Give your reasons.The Southern Colonies (cont.) (pages 104105)

Section 1-20Click the mouse button or press the Space Bar to display the information.Slavery Slavery was a main reason for the economic success of the South. (page 106)It was criticized as being inhumane. Some colonists did not believe in slavery, nor would they own enslaved people. Most of the enslaved Africans lived on plantations. Many suffered cruel treatment.

Section 1-21Click the mouse button or press the Space Bar to display the information.All of the Southern Colonies had slave labor and slave codes, or strict rules that governed the enslaved Africans. (page 106)Although many enslaved Africans saw their families torn apart and suffered from harsh treatment, they also developed their own culture as enslaved people. This was based on their West African homelands. Slavery (cont.)

Section 1-22Click the mouse button or press the Space Bar to display the information.Some were given the opportunity to learn trades and become skilled workers. If they were lucky enough to buy their freedom, they developed communities with other free African Americans. The debate over slavery later ended in a war with the North against the South.Slavery (cont.) (page 106)

Section 1-23Would you have enforced the slave codes as a white colonist living in the South during this period in history?Slavery (cont.) (page 106)

Section 1-24Click the mouse button or press the Space Bar to display the answers.Checking for Understanding__ 1.farming in which only enough food to feed ones family is produced __ 2.farm crop raised to be sold for money __ 3.a trade route that exchanged goods between the West Indies, the American colonies, and West Africa A.subsistence farmingB.triangular tradeC.cash cropDefine Match the terms on the right with their definitions on the left.A C B

Section 1-25Click the mouse button or press the Space Bar to display the answer.Checking for UnderstandingReviewing Facts Identify the various economic activities carried on in the Middle Colonies.Economic activities in the Middle Colonies were farming, cash crops, small-scale manufacturing, lumbering, mining, and trade.

Section 1-26Click the mouse button or press the Space Bar to display the answer.Reviewing ThemesEconomic Factors How did New Englands natural resources help its commerce?Streams and rivers powered mills and transported materials; forests provided lumber for shipbuilding; access to the ocean encouraged trading.

Section 1-27Critical ThinkingMaking Inferences How do you think plantation owners in the Southern Colonies justified their use of enslaved Africans?Possible answer: Owners felt that it was necessary to keep the economy strong.Click the mouse button or press the Space Bar to display the answer.

Section 1-28Analyzing VisualsGeography Skills Study the map on page 103 of your textbook. What goods were traded from the British Colonies to Great Britain? From the West Indies to the British Colonies?The British Colonies traded rice, tobacco, indigo, and furs to Great Britain. The West Indies traded goods and molasses to the British Colonies.Click the mouse button or press the Space Bar to display the answer.

Section 1-29Informative Writing Imagine you live in New England in the 1750s and are visiting cousins on a farm in the Carolinas. Write a letter to a friend at home describing your visit to them.

End of Section 1

Section 2-1Click the mouse button or press the Space Bar to display the information.Guide to ReadingThe ideals of American democracy and freedom of religion took root during the colonial period. mercantilism Main IdeaKey Termsexport import smuggling charter colony proprietary colony royal colony apprentice literacy

Section 2-2Click the mouse button or press the Space Bar to display the information.Guide to Reading (cont.)Organizing Information As you read this section, re-create the diagram on page 108 of your textbook and identify the three types of English colonies. why the Navigation Acts angered the colonists. Reading StrategyRead to Learnwho had the right to vote in colonial legislatures.

Section 2-3Guide to Reading (cont.)Continuity and Change The roots of American democracy, freedom of religion, and public education are found in the American colonial experience.Section Theme

Section 2-4Click the Speaker button to replay the audio.From Poor Richards Almanack

Section 2-5English Colonial Rule In the mid-1600s, the English monarchy saw Charles II and then James II rule. (pages 108109)Click the mouse button or press the Space Bar to display the information.James II tried to tighten royal control over the colonies, but in 1688 he was forced out by the English Parliament. Mary, his daughter, and her husband, William, ruled. This power of elected representatives over the monarch was known as the Glorious Revolution.

Section 2-6The English Bill of Rights, signed by William and Mary in 1689, guaranteed certain basic rights to all citizens. English Colonial Rule (cont.) (pages 108109)Click the mouse button or press the Space Bar to display the information.This document inspired the creation of the American Bill of Rights.

Section 2-7England passed a series of laws called the Navigation Acts. English Colonial Rule (cont.) (pages 108109)Click the mouse button or press the Space Bar to display the information.The colonies were an economic resource that England wanted to maintain control of. These laws controlled the flow of goods between England and the colonies. They kept the colonies from sending certain products outside of England and forced the colonists to use English ships when shipping.

Section 2-8Some colonists began smuggling, or illegally trading with other nations. English Colonial Rule (cont.) (pages 108109)Click the mouse button or press the Space Bar to display the information.They did not want to trade only with England. This illegal trade was the beginning of the economic conflict between England and the colonies.

Section 2-9Click the mouse button or press the Space Bar to display the answer.How did the economic theory of mercantilism govern Englands interest in controlling colonial trade?English manufacturers bought raw materials from the colonies and used them to make finished goods. These finished goods were sold to the colonists and to other countries. As a nation becomes more powerful, it has to export more goods than it imports. The more England could control the colonies, the more money it could make from its trade with them. The colonists had to trade only with England under the Navigation Acts. Trade with other countries was not allowed. The colonists had to pay the English price for goods and use English ships to ship their products. England profited from all angles.English Colonial Rule (cont.) (pages 108109)

Section 2-10Click the mouse button or press the Space Bar to display the information.Colonial Government There were three types of colonies by the 1760s: (pages 110111)The Charter Colonies of Connecticut and Rhode Island They were established by a group of settlers who had been given a charter, or a grant of rights and privileges. Colonists elected governors and members of the legislature. Britain could approve the governors appointment, but the governor could not veto acts of the legislature.

Section 2-11Colonial Government (cont.) The Proprietary Colonies of Delaware, Maryland, and Pennsylvania (pages 110111)Britain granted land to proprietors to start these colonies. The proprietors could usually rule as they wished. They appointed the governor and members of the upper house, or the council. The colonists elected members of the lower house, or assembly.Click the mouse button or press the Space Bar to display the information.

Section 2-12Colonial Government (cont.) The Royal Colonies of Georgia, Massachusetts, New Hampshire, New Jersey, North Carolina, South Carolina, and Virginia (pages 110111)They were ruled directly by Britain. The king appointed a governor and council. The colonists elected the assembly. The governor and council members usually acted as Britain told them. However, conflicts arose, especially in the assembly, when officials tried to enforce tax laws and trade restrictions.Click the mouse button or press the Space Bar to display the information.

Section 2-13Generally, voting rights were granted only to white men who owned property. Colonial Government (cont.) (pages 110111)Click the mouse button or press the Space Bar to display the information.Most women, indentured servants, men without land, and African Americans could not vote.

Section 2-14Click the mouse button or press the Space Bar to display the answer.How did the colonists involvement in government prepare them for their eventual struggle for independence from Britain?Colonists elected officials and took an interest in the laws that were passed. They were not afraid to complain when they did not like the enforcement of certain laws. They learned about the ideals of democracy by practicing them.Colonial Government (cont.) (pages 110111)

Section 2-15Click the mouse button or press the Space Bar to display the information.An Emerging Culture The return of strong religious values in the 1720s through the 1740s led to the Great Awakening. (pages 112113)Influential preachers like Jonathan Edwards and George Whitefield inspired colonists in New England and the Middle Colonies to reexamine their lifestyles, their relationships with one another, and their faith.

Section 2-16Click the mouse button or press the Space Bar to display the information.The family was the foundation of colonial society. (pages 112113)Men were the formal heads of the households. They managed the farms and represented the family in community matters.An Emerging Culture (cont.)

Section 2-17Click the mouse button or press the Space Bar to display the information.Women also participated in decision making and worked in the fields or on farms. In the cities and towns, they worked outside the home for wealthy families, as teachers, nurses, or as shopkeepers. However, they could not vote. Education was valued in the colonies. Many communities established schools. By 1750 the literacy rate in New England was approximately 85 percent for men and 50 percent for women.An Emerging Culture (cont.) (pages 112113)

Section 2-18Click the mouse button or press the Space Bar to display the information.Many schools were run by widows or unmarried women who taught in their homes. Some schools in the Middle Colonies were run by Quakers or by other religious groups. In towns and cities, craftspeople opened night schools to train apprentices. Harvard was the first college, established in 1636 by Puritans. The early colleges were founded to train ministers.An Emerging Culture (cont.) (pages 112113)

Section 2-19The Enlightenment, a movement that began in Europe in the 1750s, influenced the colonists. An Emerging Culture (cont.) (pages 112113)Click the mouse button or press the Space Bar to display the information.It spread the idea that knowledge, reason, and science could improve society. Ideas spread through newspapers, lectures, and organizations.

Section 2-20The foundation for freedom of the press came when New York Weekly Journal publisher John Peter Zenger was sued, accused of libel for printing articles criticizing the royal governor of New York. An Emerging Culture (cont.) (pages 112113)Click the mouse button or press the Space Bar to display the information.Zenger argued free speech was a basic right of the people. The jury based its decision on whether the articles were true, not offensive. Zenger was found not guilty.

Section 2-21Compare the family roles of men and women in colonial times to those of today.An Emerging Culture (cont.) (pages 112113)

Section 2-22Click the mouse button or press the Space Bar to display the answers.Checking for Understanding__ 1.colony run by individuals or groups to whom land was granted __ 2.the ability to read and write __ 3.colony established by a group of settlers who had been given a formal document allowing them to settle __ 4.assistant who is assigned to learn the trade of a skilled craftsman __ 5.a good sold abroad A.exportB.charter colonyC.proprietary colonyD.apprenticeE.literacyDefine Match the terms on the right with their definitions on the left.CADBE

Section 2-23Click the mouse button or press the Space Bar to display the answer.Checking for UnderstandingReviewing the Facts Identify some contributions of women inside and outside the home.Possible answer: Inside the home women contributed cooking, making clothes, tending livestock, and working in the fields. Outside the home women contributed by working as maids, cooks, nurses, teachers, seamstresses, or shopkeepers.

Section 2-24Click the mouse button or press the Space Bar to display the answer.Reviewing ThemesContinuity and Change Why did the Navigation Acts anger the colonists?The acts restricted trade with all nations except England and limited the ships they could use.

Section 2-25Critical ThinkingDrawing Conclusions Why did Andrew Hamilton defend John Peter Zenger and free speech?Hamilton believed that free speech was a basic right of English people.Click the mouse button or press the Space Bar to display the answer.

Section 2-26Analyzing VisualsPicturing History Examine the printing press on page 112 of your textbook. Who established the first printing press in the colonies? How do you think the colonists communicated their ideas before printed material was widely used?Stephen Daye established the first printing press in the colonies. Before printed material was widely used colonists may have communicated by writing by hand, posting notices, lectures, and talking in public places.Click the mouse button or press the Space Bar to display the answer.

Section 2-27Government Draw a chart that shows the structure of a royal colony, a proprietary colony, and a charter colony.

End of Section 2

Section 3-1Click the mouse button or press the Space Bar to display the information.Guide to ReadingRivalry between Great Britain and France led to a long-lasting conflict. Iroquois Confederacy Main IdeaKey Termsmilitia

Section 3-2Click the mouse button or press the Space Bar to display the information.Guide to Reading (cont.)Organizing Information As you read the section, re-create the diagram shown on page 116 of your textbook and describe the events that led to conflict in North America. how wars in Europe spread to the American colonies. Reading StrategyRead to Learnabout the purpose of the Albany Plan of Union.

Section 3-3Guide to Reading (cont.)Continuity and Change American colonists and Native American groups were drawn into the clash between France and Britain.Section Theme

Section 3-4Click the Speaker button to replay the audio.

Section 3-5Click the mouse button or press the Space Bar to display the information.British-French Rivalry The French and British rivalry grew as both countries expanded into each others territories. (pages 116118)In the 1740s, the British fur traders built a fort at Pickawillany in the Ohio River country. In 1752, the French attacked this fort and drove the British out. The French built several more forts along the Ohio River valley to protect what they claimed to be their fur-trading territory.

Section 3-6Click the mouse button or press the Space Bar to display the information.Also in the 1740s, French troops raided towns in Maine and New York. The British captured the French fortress at Louisbourg, north of Nova Scotia, in retaliation. Later they returned Louisbourg to France. Many Native Americans helped France since the French and Native Americans had a better relationship. The Native Americans often raided British settlements.British-French Rivalry (cont.) (pages 116118)

Section 3-7Click the mouse button or press the Space Bar to display the information.The Iroquois Confederacy was the most powerful Native American group in the East. It consisted of five nations: British-French Rivalry (cont.) the Mohawks the Seneca the Cayuga the Onondaga the Oneida They remained independent until the mid-1700s when the British gained certain trading rights in the Ohio Valley.(pages 116118)

Section 3-8Click the mouse button or press the Space Bar to display the answer.Why did the British and French rivalry grow?The rivalry grew as a result of each country wanting to control the territory that they claimed and each country infringing on the others territory.British-French Rivalry (cont.) (pages 116118)

Section 3-9Click the mouse button or press the Space Bar to display the information.American Colonists Take Action In 1753 the Virginia governor Robert Dinwiddie sent George Washington into the Ohio Valley to push the French out. (pages 118119)He was not successful against the French. In the spring of 1754, Washington returned as a lieutenant with a militia of 150 men to build a fort near present-day Pittsburgh. He found the French were already there building Fort Duquesne. Washington established Fort Necessity nearby.

Section 3-10Click the mouse button or press the Space Bar to display the information.The French surrounded Washingtons soldiers and forced them to surrender but later let them go back to Virginia. (pages 118119)Even though he was defeated, Washingtons fame spread throughout the colonies and Europe because he stood up to the French. American Colonists Take Action (cont.)

Section 3-11Click the mouse button or press the Space Bar to display the information.A group of representatives met in Albany, New York, to discuss the possible war threat and to defend themselves against the French. The representatives adopted the Albany Plan of Union suggested by Benjamin Franklin. But none of the colonies approved the plan because no colony wanted to give up any of its power.American Colonists Take Action (cont.) (pages 118119)

Section 3-11The series of clashes that occurred was called the French and Indian War by the colonists because they were fighting two warsone with the French and the other with the Native Americans who were allies of the French. American Colonists Take Action (cont.) (pages 118119)

Section 3-13Click the mouse button or press the Space Bar to display the answer.Why did the Albany Plan of Union fail?It laid out a plan that would unite the colonies, but none of the colonies wanted one government to rule them. They were not ready to give up their powers.American Colonists Take Action (cont.) (pages 118119)

Section 3-14Click the mouse button or press the Space Bar to display the answers.Checking for Understanding__ 1.a group of civilians trained to fight in emergencies __ 2.a powerful group of Native Americans in the eastern part of the United States made up of five nations: the Mohawk, Seneca, Cayuga, Onondaga, and Oneida A.Iroquois ConfederacyB.militiaDefine Match the terms on the right with their definitions on the left.B A

Section 3-15Click the mouse button or press the Space Bar to display the answer.Checking for UnderstandingReviewing Facts List two reasons the French felt threatened by British interest in the Ohio River valley.Possible answers: The French might have felt threatened because of the tradition of rivalry between the two nations, threat to their profitable fur trade with Native Americans, or competition over resources, land, and fishing grounds.

Section 3-16Click the mouse button or press the Space Bar to display the answer.Reviewing ThemesContinuity and Change Why did colonists consider George Washington a hero, even after he was defeated by the French?His bravery in making the first move against the French made him a hero.

Section 3-17Critical ThinkingAnalyzing Primary Sources Re-read Benjamin Franklins quote on page 119 of your textbook. What was his reaction to the colonies refusal to accept the Albany Plan of Union?Franklin was frustrated that although the colonies expressed their desire for a union, they were unwilling to give up enough power to form one.Click the mouse button or press the Space Bar to display the answer.

Section 3-18Analyzing VisualsGeography Skills Study the map on page 117 of your textbook. What countries claimed land in North America? What power controlled most of what is present-day Canada? If you live in North America, what country controlled the region in which you live?Britain, France, and Spain claimed land in North America. Britain controlled most of what is present-day Canada.Click the mouse button or press the Space Bar to display the answer.

Section 3-19Expository Writing Make a list of five questions that a reporter might have asked Iroquois leaders after they reluctantly sided with the British.

End of Section 3

Section 4-1Click the mouse button or press the Space Bar to display the information.Guide to ReadingEngland and France fought for control of North America. The French and Indian War resulted from this struggle. alliance Main IdeaKey Termsspeculator

Section 4-2Click the mouse button or press the Space Bar to display the information.Guide to Reading (cont.)Organizing Information As you read this section, re-create the diagram on page 121 of your textbook and describe the effects these events had on the conflict between France and Britain. how British fortunes improved after William Pitt took over direction of the war. Reading StrategyRead to Learnhow Chief Pontiac united his people to fight for their land.

Section 4-3Guide to Reading (cont.)Individual Action Victory or loss in war often depended on the actions of a single leader.Section Theme

Section 4-4Click the Speaker button to replay the audio.Native American maize mask

Section 4-5Click the mouse button or press the Space Bar to display the information.The British Take Action Early in the war, the French appeared to be winning control of the American land. (pages 121124)They had built forts throughout the Great Lakes region and the Ohio River valley. They had strong alliances with the Native Americans. This allowed them to control land from the St. Lawrence River in Canada south to New Orleans. The British colonists had little help from Britain in fighting the French.

Section 4-6Click the mouse button or press the Space Bar to display the information.In 1754 Great Britain sent General Edward Braddock to be commander in chief of British forces in America and drive the French out. He was unsuccessful in the battle at Fort Duquesne, suffered nearly 1,000 casualties, and was killed himself. This defeat spurred Britain to declare war on France.The British Take Action (cont.) (pages 121124)

Section 4-7Click the mouse button or press the Space Bar to display the information.The Seven Years War began in 1756. French, British, and Spanish forces clashed in North America, Europe, Cuba, the West Indies, India, and the Philippines. During the early years, the British were not successful. The British Take Action (cont.) (pages 121124)

Section 4-8Click the mouse button or press the Space Bar to display the information.After William Pitt, prime minister of Britain, came to power, things changed. The British Take Action (cont.) Britain paid for war supplies, which ultimately put them into debt. Pitt sent British troops to conquer French Canada. In 1758 the British recaptured the fort at Louisbourg. New Englanders, led by British officers, captured Fort Frontenac. British troops forced the French to abandon Fort Duquesne, which was renamed Fort Pitt. (pages 121124)

Section 4-9Click the mouse button or press the Space Bar to display the answer.Why did Pitt want to capture French Canada as well as gain a path to the western territories?He wanted Britain to control the lands in North America.The British Take Action (cont.) (pages 121124)

Section 4-10Click the mouse button or press the Space Bar to display the information.The Fall of New France The continued British victories led to the downfall of the French as a power in North America. In 1759: (page 124)the British captured several French islands in the West Indies the British defeated the French in India the British destroyed a French fleet in Canada the British surprised and defeated the French army at the Battle of Quebec Quebec was the capital of New France and a place that was thought to be impossible to attack

Section 4-11Click the mouse button or press the Space Bar to display the information.The Treaty of Paris of 1763 ended the war. In the treaty, The Fall of New France (cont.) France kept some of its islands in the West Indies but gave Canada and most of its lands east of the Mississippi River to Great Britain Great Britain gained Florida from Spain Spain received lands west of the Mississippi River (the Louisiana Territory) and the port of New Orleans North America was now divided between Britain and Spain with the Mississippi River as the boundary.(page 124)

Section 4-12Click the mouse button or press the Space Bar to display the answer.Why was the Battle of Quebec such a great victory for the British?It was the capital of New France and thought impossible to capture because of its location high on a cliff.The Fall of New France (cont.) (page 124)

Section 4-13Trouble on the Frontier The British victory left the Native Americans without their ally and main trading partner. (page 125)Click the mouse button or press the Space Bar to display the information.The British raised prices of goods, did not pay the Native Americans for their land, and began new settlements in western Pennsylvania.

Section 4-14Click the mouse button or press the Space Bar to display the information.Pontiac was a chief of an Ottawa village near Detroit. He put together an alliance of Native American peoples in 1763. In the spring, they attacked the British fort at Detroit, captured other British outposts in the Great Lakes region, and led a series of raids called Pontiacs War along the Pennsylvania and Virginia frontiers. The war ended in August 1765 when Pontiac heard that the French signed the Treaty of Paris.Trouble on the Frontier (cont.) (page 125)

Section 4-15To prevent more fighting and westward expansion, Britain established the Proclamation of 1763. Trouble on the Frontier (cont.) (page 125)Click the mouse button or press the Space Bar to display the information.The king declared the Appalachian Mountains as the temporary boundary for the colonies. This created more conflicts between Britain and the colonies, especially to those people who owned or invested in land west of the mountains.

Section 4-16Click the mouse button or press the Space Bar to display the answer.What could Britain have done differently so as not to anger the colonists with the Proclamation of 1763?Possible answer: Britain could have amended the proclamation when they saw how angry some of the colonists were or worked out contracts with the speculators to appease them. The fact remained that Britain wanted to control its colonies and was not looking to appease them because of the proclamation.Trouble on the Frontier (cont.) (page 125)

Section 4-17Click the mouse button or press the Space Bar to display the answers.Checking for Understanding__ 1.person who risks money in order to make a large profit __ 2.a close association of nations or other groups, formed to advance common interests or causes A.allianceB.speculatorDefine Match the terms on the right with their definitions on the left.B A

Section 4-18Click the mouse button or press the Space Bar to display the answer.Checking for UnderstandingReviewing the Facts Name the three nations that were involved in the Seven Years War.Britain, France, and Spain were involved in the Seven Years War.

Section 4-19Click the mouse button or press the Space Bar to display the answer.Reviewing ThemesIndividual Action How did Pontiac plan to defend Native Americans from British settlers? Was his plan successful?He wanted to join Native American groups together to fight. He put together a successful alliance of Native American peoples.

Section 4-20Critical ThinkingAnalyzing Information What did the British hope to gain by issuing the Proclamation of 1763?They hoped to stop the fighting between colonists and Native Americans.Click the mouse button or press the Space Bar to display the answer.

Section 4-21Analyzing VisualsGeography Skills Study the map of the French and Indian War on page 123 of your textbook. What was the result of the battle at Fort Duquesne? What route did British General Wolfe take to reach Quebec?The battle of Fort Duquesne was a French victory. British General Wolfe traveled southwest from the Gulf of St. Lawrence to reach Quebec.Click the mouse button or press the Space Bar to display the answer.

Section 4-22Geography Sketch a map showing the land claims of Great Britain, France, and Spain in North America after the Treaty of Paris.

End of Section 4

Chapter Summary 1

Chapter Summary 2

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Chapter Assessment 1Click the mouse button or press the Space Bar to display the answers.Checking for Understanding__ 1.farm crop raised to be sold for money __ 2.colony run by individuals or groups to whom land was granted __ 3.the theory that a states or nations power depended on its wealth __ 4.farming in which only enough food to feed ones family is produced __ 5.a good bought from foreign markets A.subsistence farmingB.cash cropC.exportD.mercantilismE.charter colonyF.proprietary colonyG.importDefine Match the terms on the right with their definitions on the left.B F D A G

Chapter Assessment 2Click the mouse button or press the Space Bar to display the answers.Checking for UnderstandingDefine Match the terms on the right with their definitions on the left.__ 6.colony established by a group of settlers who had been given a formal document allowing them to settle __ 7.a good sold abroadE CA.subsistence farmingB.cash cropC.exportD.mercantilismE.charter colonyF.proprietary colonyG.import

Chapter Assessment 3Click the mouse button or press the Space Bar to display the answer.Reviewing Key FactsWhat immigrant groups settled in Pennsylvania?Quakers and Mennonites settled in Pennsylvania for religious freedom.

Chapter Assessment 4Click the mouse button or press the Space Bar to display the answer.Reviewing Key FactsWhat was Englands reason for the Navigation Acts?The Navigation Acts were established to prevent other countries from profiting from trade with the American colonies.

Chapter Assessment 5Click the mouse button or press the Space Bar to display the answer.Reviewing Key FactsWhat was the Enlightenment?It was a European movement based on the idea that knowledge, reason, and science could improve society.

Chapter Assessment 6Click the mouse button or press the Space Bar to display the answer.Reviewing Key FactsWhat North American land claims were the French forced to give up in the Treaty of Paris?The French gave up all of Canada and lands east and west of the Mississippi including New Orleans in the Treaty of Paris.

Chapter Assessment 7Click the mouse button or press the Space Bar to display the answer.Reviewing Key FactsWhy did the Proclamation of 1763 cause friction?It kept colonists from moving west of the Appalachians, and some had already bought land there and were denied access to it.

Chapter Assessment 8Click the mouse button or press the Space Bar to display the answer.Critical ThinkingDrawing Conclusions Re-read the People in History feature on page 109 of your textbook. In what ways did Benjamin Franklin represent the Enlightenment way of thinking?Franklin acquired and spread knowledge and was interested in science.

Chapter Assessment 9Critical ThinkingDetermining Cause and Effect How did the French relationship with Native Americans help them in their conflicts with the British?Usually Native Americans sided with the French, who had treated them well and respected their ways.Click the mouse button or press the Space Bar to display the answer.

Chapter Assessment 10Geography and History ActivityStudy the map below and answer the questions on the following slides.

Chapter Assessment 11Geography and History ActivityBritain, Spain, and France controlled land on the continent.Click the mouse button or press the Space Bar to display the answer.What countries controlled land on the continent?

Chapter Assessment 12Geography and History ActivitySpain controlled Mexico, the present-day southwestern states, Florida, Central America, and the western coast of South America.Click the mouse button or press the Space Bar to display the answer.What regions were under Spains control?

Chapter Assessment 13Geography and History ActivityMexico was controlled by Spain.Click the mouse button or press the Space Bar to display the answer.Who controlled the land that is now Mexico?

Chapter Assessment 14Geography and History ActivityFrance controlled the Mississippi River.Click the mouse button or press the Space Bar to display the answer.What nation controlled the Mississippi River?

Chapter Assessment 15Directions: Use the map below to answer the following question.Standardized Test Practice

Chapter Assessment 16Test-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.According to the map, which of the following statements is true?FThe Appalachian Mountains divided North Carolina and South Carolina.GVirginia had the largest population.HMost of Delawares people were English. IDutch communities were widespread throughout South Carolina.Click the mouse button or press the Space Bar to display the answer.Standardized Test Practice

Chapter Assessment 17Suppose the colonies had agreed to the Albany Plan of Union. How might the diverse values and economies have affected the attempts to govern and regulate trade in all the colonies?Friction might have developed over such questions as the role of religion in government, slavery, and trade policies.Click the mouse button or press the Space Bar to display the answer.

End of Chapter Assessment

History OnlineExplore online information about the topics introduced in this chapter.Click on the Connect button to launch your browser and go to The American Republic to 1877 Web site. At this site, you will find interactive activities, current events information, and Web sites correlated with the chapters and units in the textbook. When you finish exploring, exit the browser program to return to this presentation. If you experience difficulty connecting to the Web site, manually launch your Web browser and go to http://tarvol1.glencoe.com

Causes and Effects

CC 1AccentsNathaniel HawthorneClick on a hyperlink to view the corresponding slide.

CC 1aLanguage Arts In the seventeenth century, New Englanders spoke with a Southern accent. This accent, carried over from England, dominated in America until the eighteenth century, when Americans in New England began speaking much like they do today.

CC 1bLanguage Arts Nathaniel Hawthorne (1804-1864) drew on his New England Puritan heritage in writing The Scarlet Letter and The House of Seven Gables, both of which are set in the colonial period. One ancestor, Major William Hathorne (it was Nathaniel who changed the spelling of the family name), is described in The Scarlet Letter as a grave bearded, sable-cloaked and steeple-crowned progenitor. The major was a magistrate known for his persecution of Quakers. His son John, also a magistrate, presided over the famous Salem witch trials.

WWWW? 1Slave Resistance Enslaved Africans found ways to express their anger and resentment at their condition. Individuals might kill an overseer, poison a slaveholder, or run away. Some runaways joined bands of other escapees; some joined Native American groups; others went to cities where they could lose themselves in the free African American population. More passive resistance included pretending illness or following orders too literally. Actual revolts were less common, but they did occur. In New York in 1712, a group of about 30 enslaved persons set fire to a building and killed a number of whites. About 100 enslaved Africans staged the Stono Rebellion in 1739 in South Carolina, in which approximately 30 whites were killed.

WWWW? 4James Wolfe James Wolfes forces at Quebec included about 200 ships and thousands of soldiers. For two months they sailed along the cliffs looking for a way to get at the seemingly impregnable fortress. Then one day Wolfe noticed women washing clothing in the river and later saw the clothes hanging to dry at the top of the cliff. A scout then found the path the women used. It was attention to detail that solved Wolfes problem.

You Dont Say 2Cooper, Smith, Wright Many proper names come from occupations. For example, a cooper was a person who made wooden tubs or barrels. A smith was a metalworker. A wright was a person who made something (wheelwright, playwright).

Tech and History 1Life in the colonies often revolved around local printers who produced pamphlets, small flyers, books, and newspapers. The first printing press in the American colonies was established by Stephen Daye in 1639.Colonial Printing PressThis feature can be found on page 112 of your textbook.

Tech and History 2A sheet of paper is fitted into the paper holder, which is then folded on top of the type form. 1This feature can be found on page 112 of your textbook. Click the mouse button or press the Space Bar to display the information.

Tech and History 3The platen presses the paper onto the inked type. 2This feature can be found on page 112 of your textbook. Click the mouse button or press the Space Bar to display the information.

Tech and History 4The horizontal lever lowered or raised the platen.3This feature can be found on page 112 of your textbook. Click the mouse button or press the Space Bar to display the information.

Tech and History 5Type form was slid under the raised platen.4This feature can be found on page 112 of your textbook. Click the mouse button or press the Space Bar to display the information.

Tech and History 6This feature can be found on page 112 of your textbook. 5Paper was put in the paper holder. Once the paper was removed, it was hung up to dry on clothes lines. The lines were called flys and the printed papers became known as flyers.

SkillBuilder 1Understanding Cause and EffectWhy Learn This Skill?You know that if you watch television instead of completing your homework you will receive poor grades. This is an example of a cause-and-effect relationship. The causewatching television instead of doing homeworkleads to an effectpoor grades.This feature can be found on page 120 of your textbook. Click the Speaker button to replay the audio.

SkillBuilder 2This feature can be found on page 120 of your textbook. Click the mouse button or press the Space Bar to display the information.Learning the SkillA cause is any person, event, or condition that makes something happen. What happens as a result is known as an effect. These guidelines will help you identify cause and effect. Identify two or more events. Ask questions about why events occur. Look for clue words that alert you to cause and effect, such as because, led to, brought about, produced, and therefore. Identify the outcome of events.Understanding Cause and Effect

SkillBuilder 3Practicing the SkillStudy the cause-and-effect chart about the slave trade on the right. Think about the guidelines listed on the previous slide. Then answer the questions on the following slides.This feature can be found on page 120 of your textbook. Understanding Cause and Effect

SkillBuilder 4Practicing the SkillThis feature can be found on page 120 of your textbook. Click the mouse button or press the Space Bar to display the answers.1.What were some causes of the development of slavery in the colonies?Some causes were colonists need to grow cash crops, increased demand for tobacco and rice, and the need for a large labor force to grow rice and tobacco.2.What were some of the short-term effects of enslaving Africans?Enslaved Africans were robbed of basic human rights and the African American population grew.Understanding Cause and Effect

SkillBuilder 5Practicing the SkillThis feature can be found on page 120 of your textbook. Click the mouse button or press the Space Bar to display the answer.3.What was the long-term effect of the development of slavery?Slavery created feelings of injustice and sowed seeds of regional conflict.Understanding Cause and Effect

Video 1After viewing Voyages of the Slave Trade, you should: Know that from the early 1500s to the late 1700s, 12 to 14 million Africans were shipped to the Americas to work as slaves. Understand that several European countries were involved in the slave trade, and that forts, known as slave castles, were built on the west coast of Africa to protect their investment. Grasp how deplorable conditions were for the kidnapped Africans.ObjectivesVoyages of the Slave TradeClick the mouse button or press the Space Bar to display the information. Click in the window above to view a preview of The American Republic to 1877 video.

Video 2Discussion QuestionHow many Africans were brought to North America via the Middle Passage from the 1500s through the 1700s?Voyages of the Slave TradeBetween 12 and 14 million Africans were brought to North America.Click the mouse button or press the Space Bar to display the answer.

Video 3Discussion QuestionWhat were the conditions like in the underground rooms where slaves were kept before voyages on the Middle Passage?Voyages of the Slave TradeAfricans were crowded by the hundreds into small rooms. They had chains on their necks and arms. Human excrement built up on the brick floors over the centuries.Click the mouse button or press the Space Bar to display the answer.

Maps and Charts 1

Maps and Charts 3

Maps and Charts 4

Why It Matters Transparency

Daily Focus Skills 1Click the mouse button or press the Space Bar to display the answer.Indentured servants were higher in social rank.

Daily Focus Skills 2Click the mouse button or press the Space Bar to display the answer.

Daily Focus Skills 3Click the mouse button or press the Space Bar to display the answer.The clan leaders governed the villages.

Daily Focus Skills 4Click the mouse button or press the Space Bar to display the answer.Canasatego thought the Native Americans lose; the goods the Native Americans receive for their lands are soon worn out and gone.

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