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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 mountainscolonists 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.