Name _______________________________ Date ________________ UNITED STATES STUDY QUESTIONS CHAPTER 3: The American Colonies Take Shape (1607-1765) Important Vocabulary Terms and Topics Directions: Circle terms or topics you remember and write a statement to show your understanding. Thirteen Indentured Trans-Atlantic Triangular Middle Passage Colonies Servant Slave Trade Trade Olaudah Slavery Stono Rebellion Phyllis Magna Carta Equiano Wheatley Parliament King James II Dominion of Glorious English Bill of New England Revolution Rights William & Habeas Corpus Salutary Sir Edmond Mercantilism Mary of Orange Neglect Andros Navigation Enlightenment Benjamin Great Jonathan Acts Franklin Awakening Edwards George Staple crop Cash crop George French and Whitefield Washington Indian War Seven Years’ Pontiac’s Treaty of Paris Proclamation of Albany Plan of War Rebellion 1763 1763 Union Ch. 3 section 1 1. Define Indentured servant. Why did the demand for African slaves come about? Indentured servants: were mostly white men from England who traded a life of prison or poverty in Europe for limited servitude (max. of 4-7 years) in North America. Daily life: worked all day in the fields; struggled to survive. This work was very difficult and many decided to stay in Europe instead of going to America. The demand for labor was not met by indentured servants, so the colonists found a way to justify the enslavement of Africans. 2. What were the main reasons that English colonists turned to African slaves to fill their depleted labor force? The number of African slaves in the south during the late 1600s increased dramatically, in part because of… Significant decline in the availability of indentured servants. African slaves were thought to be economical in the long run. African slaves were thought to be better able to endure the harsh physical demands of plantation labor in hot climates. African slaves were to work all day in their owners’ homes or fields; there was a struggle to survive. 3. What part did the transportation of enslaved Africans play in the triangular trade (Trans-Atlantic Slave Trade) and Middle Passage? Triangular trade connecting various nations and colonies located on the Atlantic Ocean. Three nations included: Africa, the North America, and Europe. On the first leg of the triangular trade, manufactured goods (such as rum) were brought to Africa from Europe to exchange for African captives. On the middle leg, or “middle passage”, enslaved Africans were brought from Africa to the Americas, and on the last leg, colonial goods, such as tobacco and sugar, were brought to Europe. 4. How did slavery differ in the North and the South? In the North, there were fewer slaves and they tended to work at more skilled jobs, such as those of dockworkers, farmhands, sailors, or house servants. Many more enslaved people lived in the South, where they worked as laborers on huge plantations where their labor was needed for the region’s cash crops of tobacco, rice, sugar, and indigo. Ch. 3 section 2 1. What was the importance of the Magna Carta and the English Bill of Rights to American colonists? The Magna Carta protected English nobles by limiting the power of the king’s ability to tax and guaranteeing due process. It also helped with the development of a Parliament (lawmaking body in England). The English Bill of Rights gave right to habeas corpus (due process) and bars cruel or unusual punishment. Both protected the English people against unlimited government power. As English citizens, American colonists enjoyed the same rights granted to English people who lived in England. 2. What was the Glorious Revolution? How did the Glorious Revolution affect the colonies? The Glorious Revolution was the removal of English King James II, replacing him with two Protestant monarchs his daughter and son-in-law (William and Mary of Orange) both who promised to cooperate with Parliament and support the Anglican Church. Reduced power of the king The colonies restored original charters which required religious freedom in Massachusetts, and also disbanded the establishment of the Dominion of New England (combined area of the New England colonies with New York and New Jersey) with a crowned-appointed governor (Sir Edmond Andros). Returned the colonies to their previous status (day-to-day activities, smuggling, etc.). 3. What was salutary neglect? In the years after the Glorious Revolution of 1688, England turned its attention away from the colonies, adopting an overall colonial policy that became known as salutary neglect which was defined by England not strictly enforcing laws in the colonies A relaxing environment for the colonies while under English rule allowing for the development of the seed of self government. 4. How did salutary neglect help to promote self-government in the colonies? England? The enforcement of the Navigation Acts and other English colonial laws were relaxed, giving the colonists more economic and political breathing room, the seed of selfgovernment was planted in the colonies. The colonies increased their control of day-to-day activities and begin to elect their own government officials. The received more economic and political breathing room; enjoyed greater freedoms; officials did not enforce restrictive trade measures; and taxes decreased. The colonies were also making money from other European nations off the sale of their raw materials. England relaxed ownership of the colony; decreased administrative costs, continued to receive raw materials, and retained a market for manufactured goods. 5. How did mercantilism work? According to the system of mercantilism, a “favorable balance of trade” exists for a country when the value of exports is greater than that of imports. Under mercantilism a country obtains as much gold and silver as possible. This will help to benefit the “mother country” (England). England traded with the colonies and had all the colonies needed, it was a “favorable balance of trade”. The colonies had religious and political freedoms as long as they provided raw materials to England. The colonies were an important aspect of mercantilism because they served as a source of providing raw materials (lumber, furs, grain, and tobacco) as well as a built-in market for purchasing goods from England. 6. What were the Navigation Acts? What effects did the Navigation Acts have on both England and its colonies? In 1651, the Parliament passed the Navigation Acts which were a series of laws restricting colonial trade in order to tighten England’s control over colonial trade, to protect the country from economic competition, and/or to increase England’s wealth and power. In other words, the acts increased English prosperity by encouraging the growth of English trade and shipping, by controlling the colonial trade, and by allowing the collection of certain import taxes. Navigation acts: 1. No country could trade with the colonies unless the goods were shipped in either Colonial or English ships. 2. All vessels had to be operated by crews that were at least ¾ Colonial or English. 3. The colonies could export certain products only to England. 4. Almost all goods traded between the colonies and Europe first had to pass through an English port before going anywhere else. 7. What were the characteristics of the Enlightenment? Identify key figure. Enlightenment: A movement of intellectual growth to encourage the use of experimentations as tools to make discoveries about the natural world. Use the values in reason and science, rational explanation of the world, and the importance of the individual. Ex: Benjamin Franklin a colonial politician, embraces the notion of obtaining truth through experimentation and reasoning—experiment on electricity. 8. Why was the Enlightenment such a revolutionary movement? How did the Enlightenment influence politics? Enlightenment principles led many colonists to question the authority of the British monarchy. It also allowed for a profound effect on political thought in the colonies. The Enlightenment led people to conclude that individuals have natural rights and that government must respect those rights. 9. What were the characteristics of the Great Awakening? Identify key figures. Great Awakening: revival—religious movement. Puritans lose influence in Massachusetts, lose dedication to religion; the great awakening restore puritan dedication and intensity; Relied on god to answer all questions; it led to new, often more tolerant, churches. It also inspired the belief that if people could chose their religion then they might be able to make decisions about their major institutions, such as their system of government. Ex: Jonathan Edwards preaches people are sinful; must seek god’s mercy; there was the need for salvation, return to puritan values, people joined churches—colleges formed to train ministers for reading the bible. George Whitefield— a celebrated preacher who moved audiences with his message—and his powerful voice— in both Great Britain and the American colonies. Ch. 3 section 3 1. How did life differ in each of the three major regions of the British colonies? New England region was a region of small subsistence farms with compact towns and fast growing population that had greater economic equality; the fewest number of slaves or immigrants with more families. The climate was cold winters and a short growing season. The economy was based on fishing, shipbuilding, trade, and lumber. The Middle colonies had the most ethnic, cultural, and religious diversity attractive to immigrants because of tolerant of religious and ethnic differences. Family farms dominated due to temperature and a moderate growing season, so farmers raised some crops grown on moderate-sized farms for export. The economy was based on wheat, barley, rye, little ranching and trade. This region had the largest cities. The Southern colonies had the most dispersed settlement pattern, more men than women, indentured servants, the lowest literacy rate, and the most slaves. The economy was based on plantations where cash crops such as tobacco, rice, and indigo were raised because of the warm climate and long growing season. 2. How did education differ from one region to the other? Education was most common and accessible in the New England region. Many towns provided schools were child could learn to read and write, and some larges towns offered boys a more advanced grammar school education than smaller towns. The other regions schools for children were not as common. Some wealthy children had tutors, and higher education was largely the privilege of wealthy student who could attend the few private schools in the colonies or abroad. The majority of the children did not receive an education. Ch. 3 section 4 1. Where were the French settlements in North America? Quebec and the northern parts of North America near the Ohio River Valley and the Great Lakes (down the Ohio and Mississippi rivers). 2. How was New France different from the English colonies? The French differed from the British in that they focused on fur trading rather than on settlement. The French colonists also developed friendlier relations with Native Americans than the British. The French Catholic priests did not wish to build towns or raise families in North America. They were only interested in converting the Native Americans to Catholism. They treated the Native Americans with respect. 3. What prompted the start of the French and Indian War? The British were especially angered when the French build Fort Duquesne in the Ohio Valley, so in May 1754—Washington’s militia attacked a small detachment of French soldiers and the French swiftly counter attacked. By July 1754—the French forced Washington to surrender which resulted in a defeat for the British. This began the 4th war between Great Britain and France for control North America. 4. What events led to Britain’s victory? The British blocked French ships from reaching North American when the British troops capture Quebec in a surprise attack in 1759. With few goods or supplies, many of their Indian allies deserted the French, leaving French forts more open to British attack. This triumph at Quebec allowed for Great Britain to claim Canada (including Montreal and Quebec) and victory of all of North America east of the Mississippi. General James Wolfe caught the French and their commander Marquis de Montcalm by surprise. 5. How did the outcome of the French and Indian war affect the French? The French were eliminated as a power in North America, with Canada and other French territories falling to the British. 6. How did Britain’s victory change the balance of power in North America? British gained claimed land of Canada & everything East of the Mississippi River, including Florida. 7. How did victory in the French and Indian War have negative results for the relationship of the British and Native Americans? The victorious British showed their anger toward the Native Americans halting delivery of goods to them and by allowing settlers to take even more of their land. In short, the Native Americans and colonists clashed over further settlement of the west. 8. Who is Pontiac? Explain Pontiac rebellion. Pontiac was the Ottawa chief who lead a rebellion against the colonists in surprised attack and capture of most of the British forts in the Ohio River valley along the Great Lakes. The rebellion lasted through the summer and fall (1763) as the Native Americans raided settlements of western Pennsylvania, Maryland, and Virginia. These incidents were labeled the Pontiac rebellion in the attack on Detroit. 9. What did the Native Americans involved with Pontiac’s rebellion hope to accomplish? They hoped to weaken the British and lure the French back into North America. 10. What was the Proclamation of 1763? Proclamation of 1763 which was a law limiting the area of colonial settlements establishing a line along the Appalachian mountainscolonists could not cross (westward). This angered the colonist! This was not effectively enforced and colonist continued to move westward. 11. Why was the Proclamation of 1763 doomed to fail? Because keeping settlers east of the Appalachians was unpopular with people who wanted to move west, and there were too few British troops to enforce it. 12. Why were the colonists so afraid of the troops stationed in Britain’s new territories? The colonists were afraid that the British troops might be used against them in the new territories because the stationing of troops in the newly conquered territories was interpreted by the colonists as a threat. 13. What was the effect of the French and Indian War and Pontiac’s Rebellion on the relationship between the colonies and Great Britain? The British tried to exercise greater control over the colonies, impose new taxes and trade rules to help pay for the war, and protect Native American lands by holding back white settlement. Colonists and the British government disagreed over the stationing of British troops in North America. Colonists and the British government disagreed over taxes. These actions strained the relationship between the colonies and Britain. 14. Explain the Albany Plan of Union. Why did it fail? The Albany Plan of Union was drafted by Benjamin Franklin, the plan called on the colonies to unite under British rule and to cooperate with one another in war. It created an American continental assembly that would include delegates from each colony. But, none of the colonies would accept the plan for fear of losing some of their own autonomy. The British also dropped the plan, fearing that 13 united colonies might be too difficult to manage. 15. Study the political cartoon, created by Benjamin Franklin on pg. 89. Give an explanation. How is the idea of unity expressed in the political cartoon? The parts represent the 13 American colonies. The title means that the colonies must unite to survive. Franklin was probably reacting to infighting and disunity among the colonies over the Albany Plan of Union. The cartoon indicates that, like the snake, the colonies cannot survive as separate entities; they must unite. CHAPTER 3 VOCABULARY TERMS 1. Thirteen Colonies—New England (Massachusetts, New Hampshire, Rhode Island, & Connecticut); Middle (New York, New Jersey, Pennsylvania, & Delaware); Southern (Maryland, Virginia, North Carolina, South Carolina, & Georgia) 2. Indentured Servant—poor immigrant who paid their way for passage to the colonies by agreeing to work for 4-7 years on the land instead of receiving a wage in exchange for landownership once time was up. Indentured servants received the basic food, clothing, and shelter. 3. Trans-Atlantic Slave Trade or 4. Triangular Trade—enslaved Africans came to the Americas as part of a three part voyage. The New England traders would bring rum to West Africa, exchange it for slaves, bring the slaves to the Caribbean, exchange them for molasses, and bring the molasses back to New England to be made into rum. 5. Middle Passage—a part of the triangular trade system that was the sea journey of African slaves from the West Indies to North America. The shippers carried the enslaved Africans across the Atlantic to the American colonies. After selling the slaves for colonial produce, the traders returned to the mother country (England). 6. Olaudah Equiano—born in West Africa, he was captured when he was 11 and forced along the Trans-Atlantic Slave trade and the Middle Passage. He was able to describe the inhumane treatment along this voyage. 7. Slavery—involuntary servitude, mainly of Africans in America for plantation farming. 8. Stono Rebellion—an uprising in South Carolina in which many African Americans rebelled killing several of their slave masters (approximately 20 whites). The slaves were later executed. 9. Phillis Wheatley—she was the first African American to publish a book of poems (Poems on Various Subjects, Religious and Moral) with the help of her plantation owners. 10. Magna Carta—English document from 1215 that limited the power of the king and provided basic rights for citizens. King John was forced (by the English nobles) to adopt this document in order to protect the nobles. It limited the King’s ability to tax them and guaranteed due process, or the right to a trial before levying (passing) a tax. 11. Parliament—a bicameral, or two-house, legislature. It was made up of members in the House of Lords (nobles, those who inherited their positions, and church leaders) and House of Common (elected commoners who owned property). 12. King James II—He became ruler of England and tried to rule without Parliament. He also wanted to return to the Catholic church which alarmed the Protestant majority of England. He was later removed under the Glorious Revolution of 1688, by his daughter (Mary and her husband, William of Orange). 13. Dominion of New England—land in which King James II combined the territory from Massachusetts to New Jersey. King James II wanted to tighten control of the New England colonies by revoking their government charters. 14. Glorious Revolution—occurred in 1688, resulted in the change of the crown in England. King James II was overthrown by his daughter (Queen Mary) and her husband (King William), both were Protestant Monarchs who promised cooperation with the English parliament to support the Anglican church. 15. English Bill of Rights—a document signed in 1689 that guaranteed the rights of English citizens. It was the result of the Glorious Revolution. It restated many of the rights granted in the Magna Carta. One of which stated the Monarch could not keep a standing army in times of peace without Parliament’s approval 16. William & Mary of Orange—The ousted King James II during the Glorious revolution and signed the English Bill of Rights. 17. habeas corpus—the idea (constitutional guarantee) that no one could be held in prison without being charged with a specific crime or charges being filed. 18. Salutary Neglect—a British relaxation policy (in early 1700s, after the Glorious Revolution) which allowed the colonies virtual self-rule as long as Great Britain was gaining economically. The colonies began to plant the seeds of self-government. 19. Sir Edmond Andros—appointed governor-general of the Dominion of New England by King James II; he was arrested and jailed after the Glorious Revolution. 20. Mercantilism—the policy that a nation or an empire could build wealth and power by developing its industries and exporting manufactured goods in exchange for gold and silver. A nation can accumulate wealth by exporting more goods than it imports. By selling more that it purchased, the empire could build wealth in the form of gold and silver. 21. Navigation Acts—British trade laws enacted by Parliament during the mid-1700s that regulated colonial commerce. It allowed British control over all colonial trade by collecting more custom duties (taxes on imported goods). The acts were: only English ships with English sailors could trade with English colonies; valuable resources such as tobacco and sugar must be shipped to the mother country (England); the colonies had to import all their Europeans goods via and English port. 22. Enlightenment—eighteenth-century movement headed by thinkers who believed that all problems could be solved using human reason. This movement allowed for European philosophers believe that society’s problems could be solved by reason and science (logic reasoning). 23. Benjamin Franklin—one of the most known Enlightenment thinkers; he was a successful author, inventor, printer, and royal governor of Pennsylvania. Franklin helped the colonists focus on individualism toward social mobility. He believed in intellectual thinking relying on science, math, logic and reasoning. 24. Great Awakening—a religious revival; the religious movement in the English colonies during the 1730s and 1740s, which was heavily inspired by evangelical preachers. 25. Jonathan Edwards—a preacher during the Great Awakening period, known for his fiery, emotional packed sermons that deeply touched listeners. Edward’s sermon “Sinners in the Hands of an Angry God” wanted readers to ask God’s forgiveness. 26. George Whitefield—a celebrated preacher (throughout Great Britain and the American colonies) that moved audiences with his message and powerful voice. His message of salvation help launch the Great Awakening period. 27. Staple crop—crops that are in steady demand (main crop such as wheat) 28. Cash crop—crops grown for sale. 29. George Washington—a young (age 21) Virginian commander officer of the British colonial troops against the French military in the French and Indian War. Washington was defeated by the French which later started the Seven Years’ War between French and British. Washington is best known as a first American president. 30. French and Indian War, or 31. Seven Years’ War—The war fought from 17541763 in which Britain and its colonies defeated France and its Indian allies, gaining control of the eastern North America (lands in the Ohio River Valley). The war was named after the lands once owned by the French and Indians. Also called the Seven Years’ War due to the last seven years, England came to help the colonists win against the French. 32. Pontiac’s Rebellion—an uprising of Native Americans against the British, it was led by the Ottawa chief Pontiac in 1763 in the Great Lakes region; they attacked in Detroit. Their goal was to weaken the British and lure the French back into North America. 33. Treaty of Paris, 1763—ended the French and Indian War for the British. The British kept Canada, the Great Lakes country, the Ohio River valley, and Florida. The French were driven out of North America; the Mississippi River became the boundary between the British and the Spanish claims to North America. 34. Proclamation of 1763—a declaration by the British king ordering all colonists to remain east of the Appalachian Mountains. This was due to making peace with the Native Americans. It prevented the colonists from traveling west to gain lands in Native American territory. 35. Albany Plan of Union—drafted by Benjamin Franklin in 1754, he proposed to create one government for the 13 colonies. It called for the colonies to unite under British rule and cooperate with one another in war. It created an American continental assembly that would include delegates from each colony but none of the colonies would accept the plan for fear of losing some of their own autonomy. The British also dropped the plan, fearing that 13 united colonies might be too difficult to manage.