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The American Republic To 1877

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Chapter Introduction
Section 1 Colonial Economy
Section 2 Colonial Government
Section 3 Culture and Society
Section 4 Rivalry in North America
Chapter Summary
Chapter Assessment
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Chapter Objectives
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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
Chapter Objectives
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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
Chapter Objectives
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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
Chapter Objectives
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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
Why It Matters
Independence was a spirit that became evident
early in the history of the American people. The
spirit of independence contributed to the birth of
a new nation, one with a new government and a
culture that was distinct from those of other
countries.
The Impact Today
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Americans continue to value independence. For
example:
The right to practice ones own religion
freely is safeguarded.
Americans value the right to express
themselves freely and to make their own
laws.
Guide to Reading
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Each region developed a unique way of life.
subsistence farming
Main Idea
Key Terms
triangular trade
cash crop
diversity
slave code
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Colonial spinning wheel
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Making a Living in the
Colonies
---Commercial New England---
1. New England farming was usually for
subsistence farming, due to poor soil.
2. Most New Englanders lived in towns.
3. Small businesses thrived. ( blacksmiths,
furniture makers, etc. )
4. Fishing and ship building were major
commodities,
(pages 100103)
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---The Middle Colonies---
1. Cash crops developed because of fertile
farmland.
2. New York and Philadelphia=busy port cities
( wheat and livestock )
3. Lumbering, mining, small-scale manufacturing
and home based crafts were the major
industries.
4. Diverse cultural differences------ Germans,
Dutch, Swedes and non-English peoples along
with English peoples.
(pages 103104)
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---The Southern Colonies---
1. Commerce was slow to develop.
2. Slave labor developed---economics
based on tobacco and rice.
3. Plantations developed. ( Tidewater )
4. Some people settled in the backcountry.
( Appalachian Mountains )
(pages 104105)
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The Growth of Slavery
1. The inhumane practice of slavery
developed. --- ( led to economic success)
2. Middle Passage/Triangular Trade
( terribly cruel treatment and journey )
3. Most slaves lived on plantations ---
( slave codesbehavior & punishment )
4. Enslaved peoples culture had its
beginning at this time.
5. Many condemned slavery-Quakers, etc.
(page 106)
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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
farming
B. triangular
trade
C. cash crop
Define Match the terms on the right with their definitions on the
left.
A
C
B
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Checking for Understanding
Reviewing Facts Identify the various economic
activities carried on in the Middle Colonies.
Economic activities in the Middle Colonies were
farming, cash crops, small-scale manufacturing,
lumbering, mining, and trade.
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Reviewing Themes
Economic Factors How did New Englands
natural resources help its commerce?
Streams and rivers powered mills and transported
materials; forests provided lumber for
shipbuilding; access to the ocean encouraged
trading.
Critical Thinking
Making Inferences How do you think
plantation owners in the Southern Colonies
justified their use of enslaved Africans?
Possible answer: Owners felt that it was
necessary to keep the economy strong.
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Analyzing Visuals
Geography Skills Study the map on
page 103 of your textbook. What goods were
traded from the British Colonies to Great
Britain? From the West Indies to the
British Colonies?
The British Colonies traded rice, tobacco, indigo,
and furs to Great Britain. The West Indies traded
goods and molasses to the British Colonies.
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Informative Writing Imagine you live in New
England in the 1750s and are visiting cousins
on a farm in the Carolinas. Write a letter to a
friend at home describing your visit to them.
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Guide to Reading
The ideals of American democracy and freedom of
religion took root during the colonial period.
mercantilism
Main Idea
Key Terms
export
import
representative
government
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From Poor Richards Almanack
1. Protected rights for the English were spelled
out in the Magna Carta.
2. Representative government was illustrated in
the English Parliament. ( Law making body )
---Two Houses=Lords and Commons.
3. English Bill of Rights limited the rulers
powers. ( Forerunner of the American Bill
of Rights.----suspending of laws and
imposing of taxes could not happen without
the consent of Par;iament.
English Principles of Government
(pages 108109)
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Colonial Government (America)
1. 3 types of colonial charters by the 1760s:
A. Charter colonies of Connecticut and Rhode
Island.
B. Proprietary colonies of Delaware, Maryland
and Pennsylvania.
C. Royal colonies of Massachusetts, New
Hampshire, New Jersey, North Carolina,
South Carolina and Virginia.
2. Local governments in colonial towns led the
colonists to the strong belief in the right to
govern themselves. (Amer. Rev.)
(pages 110111)
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English Economic Policies
1. Mercantilism=make $ by developing colonies and to
export more than you import. ( America raw materials
can help England to do this. )
2. Navigation Acts were passed to force the colonists to
only deal with England.
3. Smuggling developed when the colonists could make
more $ in different world markets, which led to
conflict and friction between England and the
colonies.
(pages 112113)
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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. export
B. charter colony
C. proprietary colony
D. apprentice
E. literacy
Define Match the terms on the right with their definitions on the
left.
C
A
D
B
E
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Checking for Understanding
Reviewing the Facts Identify some
contributions of women inside and outside the
home.
Possible answer: Inside the home women
contributed cooking, making clothes, tending
livestock, and working in the fields. Outside the
home women contributed by working as maids,
cooks, nurses, teachers, seamstresses, or
shopkeepers.
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Reviewing Themes
Continuity and Change Why did the
Navigation Acts anger the colonists?
The acts restricted trade with all nations except
England and limited the ships they could use.
Critical Thinking
Drawing Conclusions Why did Andrew
Hamilton defend John Peter Zenger and free
speech?
Hamilton believed that free speech was a basic
right of English people.
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Analyzing Visuals
Picturing History Examine the printing press
on page 112 of your textbook. Who established
the first printing press in the colonies? How do
you think the colonists communicated their
ideas before printed material was widely used?
Stephen Daye established the first printing press
in the colonies. Before printed material was
widely used colonists may have communicated
by writing by hand, posting notices, lectures, and
talking in public places.
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Government Draw a chart that shows the
structure of a royal colony, a proprietary
colony, and a charter colony.
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Guide to Reading
Rivalry between Great Britain and France led to a
long-lasting conflict.
immigration
apprentice
Civic virtue
Main Idea
Key Terms
epidemic
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Powderhorn, French and Indian War
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Life in the Colonies
1. Immigration was very important to the population
gain in the colonies. ( Epidemics killed many )
2. Old lifestyles were adapted to develop a new
American Spirit.
3. Family life included:
A. Men=formal head of the households---farmers,
craftsman, etc.
B. Sons=apprentices
C. Women=ran the households and tended the
children. Unmarried women became maids or
cooks, teachers, nurses, seamstresses, etc.
(pages 116118)
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American Beliefs
1. Families were the foundation.
2. There was a commitment to education, strong
religious beliefs, and openness to new ideas.
3. Colonials education:
A. Home taught
B. Bible, private and night schools
C. Ministerial colleges
4. The Great Awakening new birth of religion.
Churches place an emphasis on personal faith rather
then church rituals.---United all colonists.
(pages 118119)
5. The Enlightenment which was the use of
knowledge, reason and science allowed the
colonies to improve their society. ( Ben F. )
6. Freedom of the press was instrumental in the
development of political opinion. ( Led to
government censorship and John Peter
Zenger court case. )
7. Civic virtue ( democratic ideas ) led to a new
form of ideas on freedom. ( Ben F. )
( Building blocks of a new nation. )
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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
Confederacy
B. militia
Define Match the terms on the right with their definitions on the
left.
B
A
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Checking for Understanding
Reviewing Facts List two reasons the French
felt threatened by British interest in the Ohio
River valley.
Possible answers: The French might have felt
threatened because of the tradition of rivalry
between the two nations, threat to their
profitable fur trade with Native Americans, or
competition over resources, land, and fishing
grounds.
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Reviewing Themes
Continuity and Change Why did colonists
consider George Washington a hero, even after he
was defeated by the French?
His bravery in making the first move against the
French made him a hero.
Critical Thinking
Analyzing Primary Sources Re-read
Benjamin Franklins quote on page 119 of your
textbook. What was his reaction to the colonies
refusal to accept the Albany Plan of Union?
Franklin was frustrated that although the colonies
expressed their desire for a union, they were
unwilling to give up enough power to form one.
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Analyzing Visuals
Geography Skills Study the map on page 117
of your textbook. What countries claimed land
in North America? What power controlled most
of what is present-day Canada? If you live in
North America, what country controlled the
region in which you live?
Britain, France, and Spain claimed land in North
America. Britain controlled most of what is
present-day Canada.
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Expository Writing Make a list of five questions that
a reporter might have asked Iroquois leaders after they
reluctantly sided with the British.
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Guide to Reading
England and France fought for control of North
America. The French and Indian War resulted from
this struggle.
alliance
Main Idea
Key Terms
Iroquois
Confederacy
militia
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Native American maize mask
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Rivalry Between the French & British
1. France versus England in the Ohio River Valley.
A. Both made claims to the land-Forts
1.) Fort Duquesne ( FR.)
2.) Fort Necessity (ENG.) George Washington
and his militia.-----defeated by the French
B. Native American Alliances
1.) French had many allies
2.) English tried to unite with the Iroquois,
but they remained neutral.
C. Albany Plan of Union was a failure. ( Ben Fr. )
(pages 121124)
The French and Indian War
1. Early on the French were very successful
with the help of other Native American
allies. (Algonquin and the Hurons)
2. Turning Point=William Pitt ( New Prime
Minister) British Troops sent to conquer
French Canada-Victories at Ft. Frontenac
and Fort Duquesne ( Ft. Pitt) turn the tide.
3. Quebec the French stronghold was captured
by the British ( Plains of Abraham ) ending
the war with the Treaty of Paris. (1763)
New British Policies
1. Raise the $ value on goods sold to the Native
Americans.
2. Pontiacs War led to the Proclamation of
1763 ( no settlers beyond the Appalachian
Mts.----upset the colonists.)
3. England is in debt so they taxed the colonies
and tightened trade rules. ( Conflict will lead
to revolution. )
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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. alliance
B. speculator
Define Match the terms on the right with their definitions on the
left.
B
A
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Checking for Understanding
Reviewing the Facts Name the three nations
that were involved in the Seven Years War.
Britain, France, and Spain were involved in the
Seven Years War.
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Reviewing Themes
Individual Action How did Pontiac plan
to defend Native Americans from British settlers?
Was his plan successful?
He wanted to join Native American groups
together to fight. He put together a
successful alliance of Native American
peoples.
Critical Thinking
Analyzing Information What did the British
hope to gain by issuing the Proclamation of
1763?
They hoped to stop the fighting between
colonists and Native Americans.
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Analyzing Visuals
Geography Skills Study the map of the
French and Indian War on page 123 of your
textbook. What was the result of the battle at
Fort Duquesne? What route did British General
Wolfe take to reach Quebec?
The battle of Fort Duquesne was a French
victory. British General Wolfe traveled southwest
from the Gulf of St. Lawrence to reach Quebec.
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Geography Sketch a map showing the land claims of
Great Britain, France, and Spain in North America
after the Treaty of Paris.
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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
farming
B. cash crop
C. export
D. mercantilism
E. charter colony
F. proprietary colony
G. import
Define Match the terms on the right with their definitions on the
left.
B
F
D
A
G
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Checking for Understanding
Define 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 abroad
E
C
A. subsistence
farming
B. cash crop
C. export
D. mercantilism
E. charter colony
F. proprietary colony
G. import
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Reviewing Key Facts
What immigrant groups settled in Pennsylvania?
Quakers and Mennonites settled in
Pennsylvania for religious freedom.
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Reviewing Key Facts
What was Englands reason for the Navigation
Acts?
The Navigation Acts were established to prevent
other countries from profiting from trade with
the American colonies.
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Reviewing Key Facts
What was the Enlightenment?
It was a European movement based on the idea
that knowledge, reason, and science could
improve society.
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Reviewing Key Facts
What North American land claims were the
French forced to give up in the Treaty of
Paris?
The French gave up all of Canada and lands east
and west of the Mississippi including New
Orleans in the Treaty of Paris.
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Reviewing Key Facts
Why did the Proclamation of 1763 cause
friction?
It kept colonists from moving west of the
Appalachians, and some had already bought
land there and were denied access to it.
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Critical Thinking
Drawing Conclusions Re-read the People in
History feature on page 109 of your textbook. In
what ways did Benjamin Franklin represent the
Enlightenment way
of thinking?
Franklin acquired and spread knowledge and
was interested in science.
Critical Thinking
Determining Cause and Effect How did
the French relationship with Native
Americans help them in their conflicts with
the British?
Usually Native Americans sided with the French,
who had treated them well and respected their
ways.
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Geography and History Activity
Study the map below and answer the questions on the following
slides.
Geography and History Activity
Britain, Spain,
and France
controlled land on
the continent.
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What countries
controlled land on
the continent?
Geography and History Activity
Spain controlled
Mexico, the present-
day southwestern
states, Florida,
Central America, and
the western coast of
South America.
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What regions were
under Spains
control?
Geography and History Activity
Mexico was
controlled by Spain.
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Who controlled
the land that is
now Mexico?
Geography and History Activity
France controlled
the Mississippi
River.
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What nation
controlled the
Mississippi River?
Directions: Use the map below to answer the following question.
Standardized Test Practice
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.
According to the map, which of the following statements is true?
F The Appalachian Mountains divided North Carolina and
South Carolina.
G Virginia had the largest population.
H Most of Delawares people were English.
I Dutch communities were widespread throughout South
Carolina.
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Standardized Test Practice
Suppose the colonies had agreed to the Albany
Plan of Union. How might the diverse values and
economies have affected the attempts to govern
and regulate trade in all the colonies?
Friction might have developed over such
questions as the role of religion in government,
slavery, and trade policies.
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Explore online information about the topics introduced
in this chapter.
Click on the Connect button to launch your
browser and go to The American Republic to
1877 Web site. At this site, you will find
interactive activities, current events
information, and Web sites correlated with the
chapters and units in the textbook. When you
finish exploring, exit the browser program to
return to this presentation. If you experience
difficulty connecting to the Web site, manually
launch your Web browser and go to
http://tarvol1.glencoe.com
Accents
Nathaniel Hawthorne
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Language Arts In the seventeenth century, New
Englanders spoke with a Southern accent. This accent,
carried over from England, dominated in America until
the eighteenth century, when Americans in New England
began speaking much like they do today.
Language Arts Nathaniel Hawthorne (1804-1864) drew
on his New England Puritan heritage in writing The
Scarlet Letter and The House of Seven Gables, both of
which are set in the colonial period. One ancestor, Major
William Hathorne (it was Nathaniel who changed the
spelling of the family name), is described in The Scarlet
Letter as a grave bearded, sable-cloaked and 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.
Slave Resistance Enslaved Africans found ways to express their
anger and resentment at their condition. Individuals might kill an
overseer, poison a slaveholder, or run away. Some runaways joined
bands of other escapees; some joined Native American groups;
others went to cities where they could lose themselves in the free
African American population. More passive resistance included
pretending illness or following orders too literally. Actual revolts
were less common, but they did occur. In New York in 1712, a
group of about 30 enslaved persons set fire to a building and killed
a number of whites. About 100 enslaved Africans staged the Stono
Rebellion in 1739 in South Carolina, in which approximately 30
whites were killed.
James Wolfe James Wolfes forces at Quebec included
about 200 ships and thousands of soldiers. For two
months they sailed along the cliffs looking for a way to
get at the seemingly impregnable fortress. Then one day
Wolfe noticed women washing clothing in the river and
later saw the clothes hanging to dry at the top of the cliff.
A scout then found the path the women used. It was
attention to detail that solved Wolfes problem.
Cooper, Smith, Wright Many proper names come from
occupations. For example, a cooper was a person who
made wooden tubs or barrels. A smith was a metalworker.
A wright was a person who made something
(wheelwright, playwright).
Life in the colonies often
revolved around local
printers who produced
pamphlets, small flyers,
books, and newspapers. The
first printing press in the
American colonies was
established by Stephen
Daye in 1639.
Colonial Printing
Press
This feature can be found on page 112 of your textbook.
Type is made up of large numbers of single
letters that can be moved and reused.
A sheet of paper is
fitted into the
paper holder,
which is then
folded on top of the
type form.
1
This feature can be found on page 112 of your textbook. Click the
mouse button or press the Space Bar to display the information.
1 paper
holder
2 platen
3 horizontal
lever
4 type form
5
paper
Colonial Printing
Press
The platen presses the paper
onto the inked type.
2
This feature can be found on page 112 of your textbook. Click the
mouse button or press the Space Bar to display the information.
1 paper
holder
2 platen
3 horizontal
lever
4 type form
5
paper
Colonial Printing
Press
The horizontal lever lowered
or raised the platen.
3
This feature can be found on page 112 of your textbook. Click the
mouse button or press the Space Bar to display the information.
1 paper
holder
2 platen
3 horizontal
lever
4 type form
5
paper
Colonial Printing
Press
Type form was slid under the
raised platen.
4
This feature can be found on page 112 of your textbook. Click the
mouse button or press the Space Bar to display the information.
1 paper
holder
2 platen
3 horizontal
lever
4 type form
5
paper
Colonial Printing
Press
This feature can be found on page 112 of your textbook.
5
Paper 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.
1 paper
holder
2 platen
3 horizontal
lever
4 type form
5
paper
Colonial Printing
Press
Understanding Cause
and Effect
Why Learn This Skill?
You know that if you watch television instead of
completing your homework you will receive poor grades.
This is an example of a cause-and-effect relationship. The
causewatching television instead of doing homework
leads to an effectpoor grades.
This feature can be found on page 120 of your textbook.
Click the Speaker button to replay the audio.
This 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 Skill
A cause is any person, event, or condition that makes something
happen. What happens as a result is known as
an effect. These guidelines will help you identify cause and effect.
Identify two or more events.
Ask questions about why events occur.
Look for clue words that alert you to cause and effect, such as
because, led to, brought about, produced, and therefore.
Identify the outcome of events.
Understanding Cause
and Effect
Practicing the Skill
Study the cause-and-effect chart
about the slave trade on the
right. Think about the guidelines
listed on the previous slide.
Then answer the questions on
the following slides.
This feature can be found on page 120 of your textbook.
Understanding Cause
and Effect
Practicing the Skill
This 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
Practicing the Skill
This 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
After viewing Voyages of the Slave Trade, you should:
Know that from the early 1500s to the late 1700s, 12 to 14
million Africans were shipped to the Americas to work as
slaves.
Understand that several European
countries were involved in the
slave trade, and that forts, known
as slave castles, were built on
the west coast of Africa to protect
their investment.
Grasp how deplorable conditions
were for the kidnapped Africans.
Objectives
Voyages of the Slave Trade
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above to view a preview of The American Republic to 1877 video.
Discussion Question
How many Africans were brought to North America via
the Middle Passage from the 1500s through the 1700s?
Voyages of the Slave Trade
Between 12 and 14 million Africans were brought to
North America.
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Discussion Question
What were the conditions like in the underground
rooms where slaves were kept before voyages on the
Middle Passage?
Voyages of the Slave Trade
Africans were crowded by the hundreds into small
rooms. They had chains on their necks and arms. Human
excrement built up on the brick floors over the centuries.
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Indentured servants were higher in social rank.
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The clan leaders
governed the
villages.
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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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