The Colonies Grow
Colonial America – Test Preview
 Vocabulary
Iroquois
Confederacy
Jeffery Amherst
Pontiac
Rice
Proclamation of 1763
Colonial America – Test Preview
 Types of farming in the various colonies.
 The labor supply in the Southern colonies.
 The name of the region of small farms in the
Southern colonies.
 What is the theory of mercantilism?
 What plan that called for one general government for
all the American colonies?
Colonial America – Test Preview
 The name of the British commander that was sent to
conquer the French in the Ohio Valley.
 What did the Treaty of Paris do?
 Who changed the course of Britain's war with
France?
 What was the triangular trade route?
 Understand how the slave trade came about and its
effect on the colonies.
Colonial America – Test Preview
 What was the organization of a typical New England
town?
 What were the three types of colonies? Describe one
type.
Colonial Settlement – Unit Overview
 In the 1600s and 1700s, Europeans established
colonies in North America, seeking profit as well as
religious and political freedom.
 Chapter 3 describes the people who established the
American colonies and their objectives.
 Chapter 4 focuses on what life was like in the
colonies.
Life in the Colonies
 Section Overview
This section describes the economic
activities of the colonies.
Life in the Colonies
In 1760 Englishman Andrew Burnaby traveled
throughout the North American colonies, observing
American Life. He could not imagine that these
colonies would ever join in union for they were as
different from one another as “fire and water,” and
each colony was jealous of the other. “In short, such
is the difference of character, of manners, of religion,
of interest, of the different colonies, that I think . . .
were they left to themselves, there would soon be a
civil war, from one end of the continent to the other.
Life in the Colonies
 Throughout the 1700s the colonies continued to grow.
The number of people living in the colonies grows from
about 250,000 to approximately 2.5 million.
 The number of slaves also increased from about 28,000
to more than 500,000,
 Immigration was the most important factor in this
growth. An estimated 690,000 Europeans came to live
in the colonies.
 Another reason for the growing population was that
colonial women tended to marry early and have large
families.
Life in the Colonies
 Most people in New England lived in well-organized towns.
In the center of town stood the meetinghouse that was used
for town meetings and church services. The meetinghouse
faced a piece of land called the green or common where the
citizen army trained.
 Farming was the main economic activity in all the colonies,
but in New England the farms were smaller than those further
south.
 The thin, rocky soil in New England made it nearly impossible
for large farm operations. Most farmers in this area practiced
subsistence farming. What is subsistence farming?

Producing only enough to feed your family.
Life in the Colonies
 New England also had a lot of small business. Some people used
waterpower to run mills for grinding grain or sawing lumber.
Women often made clothing, soap, or candles for their families to
use and also sell.
 Larger towns attracted skilled craftsmen who where blacksmiths,
shoemakers, furniture makers, gunsmiths, metal smiths, and
printers.
 Shipbuilding was also a very important industry in the New England
colonies.
 The region also relied on the fishing and whaling industries.
 Because it was the center the shipping trade in the colonies, the
northern coastal cities linked the northern colonies with those in the
south. They also linked American with other parts of the world.
Life in the Colonies
 Colonial merchant ships loaded with raw material such as
lumber, furs, fish, and fruit went to England. Some returned
directly to America, but others went to Africa before returning
to the colonies.
 These routes formed a triangle that became known as
triangular trade. It worked as follows.

Leg 1 – Ships brought sugar and molasses from the islands of
the West indies to the New England Colonies.

Leg 2 – Rum, made from the molasses, and other goods were
shipped from New England to West Africa where they were
traded for enslaved Africans.

Leg 3 - Slaves were then shipped to the West Indies where
they were sold and the money used to purchase more
molasses.
Life in the Colonies
 The inhumane part of the triangular trade, shipping enslaved
Africans to the West Indies, was know as the Middle Passage.
 The Middle Colonies enjoyed fertile soil and a slightly milder
climate than the colonies in the New England. Farmers in this
area had larger farms and produced bigger harvests.
 Farmers in New York and Pennsylvania grew large quantities
of wheat and other cash crops. What is a cash crop?

Crops that could be sold easily in markets in the colonies and
overseas.
 Like the New England colonies, the middle colonies had
similar industries. Some where home-based crafts such as
carpentry while others were larger businesses like lumbering,
mining, and ironworks.
Life in the Colonies
 Nearly 100,000 German immigrants settled in Pennsylvania during
this time. Along with immigrants from other non-English counties,
they gave the Middle Colonies a cultural diversity that was not
found in the New England colonies.
 The Southern Colonies, with rich soil and warm climate, were well
suited to certain types of farming. Southern farmers could cultivate
large areas of land and produce cash crops.
 Since most of the people in the south made their living farming,
they did not have a need to develop other kinds of industry.
 Tobacco was the principal cash crop in Maryland and Virginia.
Growing tobacco and preparing it for market required a lot of labor.
When indentured servants became harder to find, Southern planters
turned to slave labor.
Life in the Colonies
 Many slaveholders with large properties became rich. However,
with so many people growing tobacco the price fell and some began
growing other crops.
 The main cash crop in South Carolina and Georgia was rice. In the
low-lying areas along the coast (the tidewater region), planters built
dams to create rice fields. Because rice harvesting required a lot of
labor, these farmers also turned to slave labor.
 Large farms built in this areas were called Plantations. Each
plantation was its own self-contained community with fields
stretching out around a cluster of buildings.
 West of the Tidewater region was a region of hills and forests
climbing up toward the Appalachian Mountains. This region was
know as what?

The backcountry
Life in the Colonies
 The backcountry was settled by newcomers to the colonies. They
had small farms and grew mostly corn and tobacco.
 In the Southern Colonies, the independent small farmers of the
backcountry outnumbered the large plantation owners. However,
the plantation owners had greater wealth and power.
 Most enslaved Africans lived in plantations. Some did housework
but most worked in the field and suffered great cruelty.
 By early 1700, many of the colonies had issued slave codes, strict
codes for governing the behavior and punishment of enslaved
Africans.
 Some codes did not allow slaves to leave the plantation without the
written permission of their owner. Others made it illegal to teach
enslaved people to read or write.
Life in the Colonies
 Families of enslaved people were often torn apart. Slaveholders would sell
a family member to another slaveholder. Slaves did find a source of
strength in their African roots.
 Some enslaved African did learn trades such as carpentry, blacksmithing,
or weaving. Some skilled workers were allowed to set up shops and shared
their profits with the slaveholders. On rare occasions they could save up
enough money to buy their freedom.
 Although the majority of white Southerners were not slaveholders, slavery
played an important role in the economic success of the Southern Colonies.
 Some colonists did not believe in slavery. Many Puritans refused to allow
enslaved people in their communities.
 In Pennsylvania, Quakers and Mennonites condemned slavery.
 Eventually the debate over slavery would erupt in a bloody war pitting the
North against the South.
Government, Religion, and Culture
 Section Overview
This section examines colonial
government, religion, and culture.
Life in the Colonies
 “Fish and Visitors stink after three days.”
 “Beware of little Expenses: a small Leak will sink a
great Ship.”
 “No gains without pain.”
 Benjamin Franklin wrote these and other witty
sayings for his annual book, Poor Richard’s
Almanac. The last saying was particularly true in the
American Colonies in the late 1600s.
Government, Religion, and Culture
 By the mid-1600s trouble was brewing in England and in the
colonies.
 Charles II had been restored to the throne of England, but many
people were not satisfied with his rule. When James II became king
he tried to take back the powers that had been given to Parliament
after England’s civil war.
 In 1688, Parliament fought back and forced James II out. They
placed Mary and her Dutch husband, William of Orange, on the
throne. This change showed that elected officials had power of the
monarch. This action became known as what?

The Glorious Revolution
 William and Mary signed a English Bill of Rights in 1689 that
guaranteed certain basic rights of all citizens. This document also
applied to the American Colonies and would later inspire the
creation of the American Bill of Rights.
Government, Religion, and Culture
 England viewed its North American colonies as an economic
resource. The colonies provided England with raw materials which
English manufactures used to produce finished goods that would be
sold to the colonies.
 This process followed an economic theory that stated as a nation’s
trade grows, its gold reserves increase, and the nation becomes
more powerful. This is called ___.

Mercantilism
 To make money England had to export, or sell abroad, more goods
than it imported, or brought from foreign markets.
 To make sure that only England benefited from trading with the
colonies, Parliament passed a series of laws called the Navigation
Acts. Under these acts colonial merchants could only use British
ships to send goods. The acts also prevented the colonists from
sending certain products, such as sugar tobacco, outside England’s
empire.
Government, Religion, and Culture
 Some colonists ignored these laws and began smuggling, or
trading illegally with other nations.
 The colonies had ideas about government that had been
developing for centuries in England. Things like trial by jury,
limited government, and representative government.
 These ideas greatly influenced the development of the
colonies and later the United States.
 People in England had established that government was not
all powerful when they had forced King John to sign the
Magna Carta in 1215. This document limited the power of the
king and gave protection against unjust punishment.
Government, Religion, and Culture
 As the colonies grew they relied more and more upon
their own local governments to make local laws.
 By 1760 there were three types of colonies in
America.



Charter colonies
Proprietary colonies
Royal Colonies
Government, Religion, and Culture
 Charter colonies

Connecticut and Rhode Island were established by settlers who
had been given a charter, or a grant of rights and privileges.

They elected their own governors and the members of the
legislature.

Great Britain had the right to approve the governor.

The governor could not veto the acts of the legislature.
Government, Religion, and Culture
 Proprietary colonies

Delaware, Maryland, and Pennsylvania were ruled by
proprietors.

These were individuals or groups to whom Britain had
granted land.

They were generally free to rule as they wished.

They appointed the governor and members of the upper
house of the legislature.

The people in that colony elected the lower house.
Government, Religion, and Culture
 Royal Colonies

By 1760 Georgia, Massachusetts, New Hampshire, New Jersey, New
York, North Carolina, South Carolina, and Virginia were royal colonies.

Britain directly ruled all royal colonies.

The king appointed a governor and council, known as the upper house.

The people in the colony elected an assembly, called the lower house.

The governor and members of the council usually did what the British
leaders told them to do.

This led to conflicts with the colonists in the assembly.
Government, Religion, and Culture
 From 1720s through the 1740s, a religious revival called the swept through
the colonies. In New England and the Middle Colonies, ministers called for
“a new birth”, a return to the strong faith of earlier days. This movement
also led to the formation of many new churches. What was this revival
called?

The Great Awakening
 The colonial farm was both a home and workplace. Women cooked, made
butter and cheese, and preserved food. They also spun yarn, made clothes,
and tended farm animals.
 Men were the heads of the household. They managed the farm and
represented the family in community activities. Sons would often work as
indentured servants for other farmers or served as apprentices to craft
workers.
 Women in cities sometimes held jobs outside the home. Young unmarried
women might work for wealthy families as maids, cooks, and nurses.
Widows and single women could own business but could not vote.
Government, Religion, and Culture
 Most colonists valued education. Children were taught
to read and write at home by their parents.
 In New England and Pennsylvania, school systems were
set up to make sure that everyone could read and study
the Bible.
 In Massachusetts Puritans passed the first public
education law in 1647.
 By 1750, New England had a very high level of literacy.
About 85% of the men and about half of the women could
read. The first college, Harvard College, was established
in 1638 by the Puritans.
Government, Religion, and Culture
 Many educated colonists were influenced by a movement that
spread the idea that knowledge, reason, and science could
improve society. The best know proponent of this movement
in America was Benjamin Franklin. What was this movement
called?

The Enlightenment
 In 1735 John Peter Zenger of the New York Weekly Journal
faced charges of libel for printing a critical article about the
royal governor of New York. Zenger was defended by Andrew
Hamilton who argued that Zenger should be judged on
whether Zenger’s article was true, not whether it was
offensive. Was Zenger found guilty or not?

He was found not guilty. Today it this case is regarded as an
important step in the development of a free press in America.
France and Britain Clash
 Section Overview
This section tells how American
colonists and Native Americans
became involved in the clash
between France and Britain.
France and Britain Clash
 By 1700 Britain and France were two of the strongest powers
in Europe. This caused bitter feelings between British and
French colonists in North America.
 As the growing population of the American colonies pushed
up against French-held territory, tensions between France
and Britain increased.
 British companies wanted to explore in the Ohio River valley.
This was an area that the French had been trading in for
years.
 In 1740, British fur traders built a fort deep in the territory of
the Miami people. The French drove the British out and built
a series of forts along the rivers of the upper Ohio valley.
France and Britain Clash
 Both Britain and France knew that getting Native American
help would make a difference in the struggle between the two
sides.
 The French had many Native American allies. Unlike the
British, the French were interested mainly in trading for furs
– not taking over Native American lands. This resulted in the
French having better relations with the Indians.
 During the wars between Great Britain and France, Native
Americans often helped the French by raiding English
settlements.
 The most powerful group of Native Americans in the East was
the Iroquois Confederacy. What five nations did it contain?

Mohawk, Seneca, Cayuga, Onondaga, and Oneida
France and Britain Clash
 The Iroquois managed to remain independent by trading with
both the British and French and dominated the area around
the Great Lakes.
 When the British begin moving into the upper Ohio River
valley, the Iroquois worked out treaties with the British and
reluctantly became their allies.
 A group of Virginians had plans for settling the Ohio Valley.
In 1753 the Governor sent an 21 year-old planter and surveyor
named George Washington into the Ohio country.
 Washington’s mission was to tell the French that they were
trespassing on land claimed by Great Britain and to demand
that they leave. The French refused.
France and Britain Clash
 While Washington fought the French, representatives from New
England, New Your, Pennsylvania and Maryland met to discuss the
threat of war with France. They wanted to find a way for the
colonies to defend themselves from the French.
 The representatives adopted a plan proposed by Benjamin Franklin
known as the Albany Plan of Union.
 Franklin’s plan called for “one general government” for 11 of the
American colonies. Under the plan, and elected legislature would
govern these colonies and have the power to collect taxes, raise
troops, and regulate trade. Not a single colony approved the plan
because none was willing to give up any of its power.
 Washington’s defeat at Fort Necessity was the beginning of a series
of clashes and full-scale war. The colonials called it the French and
Indian war because the fought against two enemies.
France and Britain Clash
 The next year, Governor Dinwiddie sent Washington back to
the Ohio country with a militia of 150 men. Washington by
this time had been made a lieutenant colonel.
 Washington had instructions to build a fort where present-day
Pittsburg is. When he arrived at the location found that the
French were already building Fort Duquesne on that spot.
 Washington established a small fort nearby that he called Fort
Necessity. Although outnumbered, Washington attached a
French scouting party. The French surrounded Washington’s
soldiers and forced them to surrender. They were later
released and returned to Virginia.
 Although he had lost the battle, Washington became a here to
the colonists because he had struck a blow against the French.
The French and Indian War
 Section Overview
This section describes how England
and France fought for control of
North America.
Life in the Colonies
“These lakes, these woods, and mountains were left to
us by our ancestors. They are our inheritances, and
we will part with them to no one. You ought to know
that He, the Great Spirit and Master of Life, has
provided food for us in these spacious lakes and
woody mountains.
 These words, spoken by Chief Pontiac, served as a warning to the
British colonists who wanted to take Native American lands.
The French and Indian War
 During the French and Indian War, some Native Americans fought
on the side of the British. Many others fought against the British.
The war in North America was just part of a larger conflict between
France and Britain for control of world trade and power of the seas.
 The British colonies knew that the French had build forts in the
Great Lakes region and the Ohio River valley. They also knew that
the French had formed many alliances with Native Americans in
those areas.
 During the early stages of the war, the British colonists fought
against the French and their Indian allies with very little help from
Britain.
 In 1754, after news of Washington’s defeat at Fort Necessity reached
London, the British government decided it had to send help. Great
Britain put General Edward Braddock in charge of forces in America
and told him to drive the French out.
The French and Indian War
 In June, 1755, Braddock marched from Virginia with 1,400 British
soldiers to attack Fort Duquesne. George Washington was one of
his aides.
 The British army style of fight was to move in a very orderly fashion.
Washington warned Braddock that the British style of fighting
would not work well in the dense forests. Braddock ignored his
advice.
 On July 9, a combined force of Native American warriors and
French troops ambushed the British. They fired from behind trees
and boulders and remained hidden from the British force. The
British, confused and frightened, could not even see their attackers.
 In confusion Braddock called for an orderly retreat that soon turned
into a panic. General Braddock was killed and the battle ended in a
bitter defeat for the British, who suffered nearly 1,000 casualties.
Washington lead the survivors back to Virginia.
The French and Indian War
 The fighting in America help start a new war in Europe,
known as the Seven Years’ War. After arranging an alliance
with Prussia (Germany), Britain declared war on France in
1756.
 Prussia fought France and its allies in Europe, while England
fought France in the Caribbean, India, and North America.
 The first years of the war were a disaster for the British and
Americans. The French captured several British forts and
Native Americans began raiding British settlements up on the
frontier.
 French forces from Canada captured British forts at Lake
Ontario and Lake George (Fort William Henry).
The French and Indian War
 In Great Britain, William Pitt came to power as secretary of
state and later as the prime minister. Pitt was an outstanding
military planner and oversaw the war effort from London.
 To avoid conflicts with the colonies over costs, Pitt decided
that Great Britain would pay for any supplies that the armies
needed in North America. In doing this he ran up an
enormous debt. After the was, the British would raise
colonists’ taxes to help pay this debt.
 Pitt wanted more than just the protection of the English
colonies. He wanted to also conquer French Canada.
 He sent British troops under the command of Jeffery
Amherst and James Wolfe to recapture the fortress a
Louisburg. Another British force forced the French to
abandon Fort Duquesne.
The French and Indian War
 1759 brought many British victories. The British
captured several French islands in the West Indies. They
also defeated the French in India and destroyed a French
fleet that had been sent to reinforced Canada.
 Quebec, the capital of New France, had been built on a
high cliff overlooking the St. Lawrence River. In
September 1759, a British force led by General James
Wolfe climbed the cliffs and captured the fortress.
 The fall of Quebec and General Jeffery Amherst’s
capture of Montreal the following year brought the
fighting in North America to an end.
The French and Indian War
 In the Treaty of Paris of 1763, France was permitted to keep some of
its sugar-producing islands in the West Indies, but it was forced to
give Canada and most of its lands east of the Mississippi River to
Great Britain.
 From Spain, France’s ally, Great Britain gained Florida. In return,
Spain received French lands west of the Mississippi River (Louisiana
Territory) as well as the port of New Orleans.
 The end of the war did not end trouble on the Frontier. Native
Americans continued to attack settlers. In the spring of 1763, Chief
Pontiac organized Native Americans in attacks against British
settlements. Pontiac and his allies were unable to capture British
forts and eventually surrendered.
 To prevent more fighting with Native Americans, Britain called a halt
to the settlers’ westward expansion. In the Proclamation of 1763,
King George III declared that the Appalachian Mountains were the
temporary western boundary for the colonies. The proclamation
angered many people.
Chapter Summary
 Between the 1600s and early 1700s, thirteen
American colonies are established – some for profit
and others by religious groups seeking freedom.
 New England, the Middle Colonies, and the Southern
Colonies develop diverse economies.
 Although many different people live in the colonies,
their values and beliefs, government, and educational
institutions grow out of English traditions.
Chapter Summary
 Between 1650 and 1750, Parliament passes laws
regulating colonial trade.
 In 1754 the French and Indian War begins.
 From 1689 to 1763, France and Britain fight a series of
wars.
 Under the terms of the Treaty of Paris, Britain obtains
control of much of the continent.
 North America is divided between Great Britain and
Spain.
Test Review
Test Review
Time