Presentation Plus! The American Republic To 1877
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Chapter Introduction
Section 1 Life in the Colonies
Section 2 Government, Religion, and
Culture
Section 3 France and Britain Clash
Section 4 The French and Indian War
Chapter Summary
Chapter Assessment
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Chapter Objectives
Section 1: Life in the Colonies
• 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.
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Chapter Objectives
Section 2: Government, Religion, and
Culture
• Understand why the Navigation Acts angered
the colonists. 
• Identify the people who had the right to vote in
colonial legislatures.
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Chapter Objectives
Section 3: France and Britain Clash
• Explain how wars in Europe spread to the
American colonies. 
• Understand the purpose of the Albany Plan of
Union.
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Chapter Objectives
Section 4: The French and Indian War
• 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.
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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
Americans continue to value independence.
For example: 
• The right to practice one’s own religion
freely is safeguarded. 
• Americans value the right to express
themselves freely and to make their
own laws.
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Guide to Reading
Main Idea
Each region developed a unique way of life. 
Key Terms
• subsistence farming  • Tidewater 
• triangular trade 
• backcountry 
• cash crop 
• overseer
• diversity 
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Guide to Reading (cont.)
Reading Strategy
Classifying Information As you read Section 1,
re-create the diagram shown on page 100 of your
textbook and describe the differences in the
economies of the New England, Middle, and
Southern Colonies. 
Read to Learn
• what the triangular trade was and how it
affected American society. 
• how the regions in the colonies differed from
one another. 
• why the use of enslaved workers increased in
the colonies.
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Guide to Reading (cont.)
Section Theme
Economic Factors Ways of earning a living
varied among the colonies.
Colonial spinning wheel
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New England Colonies
• Immigration was an important factor to the
growth of the colonies. 
• Between 1607 and 1775, almost a million
people came to live in the colonies. 
• The colonies also grew as parents had
larger families, more babies survived
childhood diseases, and people began
living longer.
(pages 100–103)
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New England Colonies (cont.)
• Most New Englanders lived in towns. 
• Each town had a meetinghouse facing a
green, or common, where cows grazed
and the army trained. 
• The meetinghouse was used for both
town meetings and church services.
(pages 100–103)
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New England Colonies (cont.)
• The soil in New England made farming
difficult. 
• Farming produced just enough to meet
the needs of families. This was called
“subsistence farming.” 
• The farms in New England were also
smaller than in the South.
(pages 100–103)
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New England Colonies (cont.)
• Small businesses thrived. 
• Skilled craftspeople, such as blacksmiths,
furniture makers, and printers, started
businesses. 
• Women often produced extra candles,
garments, and soup to sell or trade.
(pages 100–103)
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New England Colonies (cont.)
• Shipbuilding and fishing were important
industries. 
• The shipping trade in America centered
in northern coastal cities. 
• Northern coastal cities linked the
northern colonies with the Southern
Colonies, and linked America to other
parts of the world. 
• For example, manufactured goods from
Europe were traded for fish, furs, and
fruit from New England.
(pages 100–103)
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New England Colonies (cont.)
• The triangular trade route developed.
Ships brought sugar and molasses from
the West Indies to New England where
the molasses was made into rum. 
• From New England, rum and other
manufactured foods were shipped to
West Africa. 
• On the second leg in West Africa, these
goods were traded for enslaved Africans. 
• On the last leg, the enslaved Africans were
taken to the West Indies where they were
sold to planters.
(pages 100–103)
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New England Colonies (cont.)
• The profit was used to buy more molasses,
and the triangular trade continued. 
• One of the worst parts of the triangular
trade was called the Middle Passage. 
• Enslaved Africans endured inhumane
treatment and conditions during the
voyage across the Atlantic.
(pages 100–103)
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New England Colonies (cont.)
Why were the enslaved Africans forced into
such a brutal existence during the Middle
Passage?
Possible answer: The enslaved Africans’
captors and the people on the ship did not think
of Africans as people but as cargo. Because
the slave trade was so profitable, these people
only thought of enslaved Africans as a way to
make more money. As a result, the more
people they could pack on a ship, the more
(pages 100–103)
money they would make.
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The Middle Colonies
• Farms in these colonies were larger than in
New England. As a result, they produced
greater quantities of cash crops. 
• The port cities of New York and
Philadelphia became busy with the wheat
and livestock that was shipped from them. 
• Lumbering, mining, small-scale
manufacturing, and home-based crafts
were major industries of the region.
(pages 103–104)
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The Middle Colonies (cont.)
• Religious and cultural differences existed
here. 
• Immigrants from Germany, Holland,
Sweden, and other non-English countries
provided a cultural diversity not found in
New England.
(pages 103–104)
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The Middle Colonies (cont.)
What was the importance of cash crops?
Cash crops could easily be sold in both
the colonies and in Europe. They brought
in revenue to the seller. The larger the
land and the harvest from that land, the
more the revenue increased.
(pages 103–104)
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The Southern Colonies
• The economies of the Southern Colonies
were dependent upon tobacco in Maryland
and Virginia and on rice in South Carolina
and Georgia. 
• As a result, commerce or industry was slow
to develop in the South. 
• Growing tobacco and rice was dependent
upon slave labor. 
• Rice was even more profitable than
tobacco. 
• London merchants, rather than the local
merchants, managed this southern trade.
(pages 104–105)
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The Southern Colonies (cont.)
• Tobacco and rice were grown on
plantations. 
• A plantation, or large farm, was often on a
river so crops could be shipped easily by
boat. 
• Each plantation was a community
consisting of a main house, kitchens, slave
cabins, barns, stables, and outbuildings,
and perhaps a chapel and a school. 
• They were in the Tidewater region of the
South.
(pages 104–105)
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The Southern Colonies (cont.)
• Some people in the South settled in the
backcountry region, toward the
Appalachian Mountains. 
• Small farms grew corn and tobacco. 
• The independent small farmers
outnumbered the large plantation owners. 
• Yet the plantation owners controlled the
economic and political life of the region.
(pages 104–105)
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The Southern Colonies (cont.)
Would you have wanted to be a
backcountry farmer or a plantation
owner? Give your reasons.
(pages 104–105)
Slavery
• Slavery was a main reason for the
economic success of the South. 
• It was criticized as being inhumane.

• Some colonists did not believe in slavery,
nor would they own enslaved people. 
• Most of the enslaved Africans lived on
plantations. 
• Many suffered cruel treatment.
(page 106)
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Slavery (cont.)
• All of the Southern Colonies had slave
labor and slave codes, or strict rules that
governed the enslaved Africans. 
• Although many enslaved Africans saw
their families torn apart and suffered from
harsh treatment, they also developed their
own culture as enslaved people. 
• This was based on their West African
homelands.
(page 106)
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Slavery (cont.)
• Some were given the opportunity to learn
trades and become skilled workers. 
• If they were lucky enough to buy their
freedom, they developed communities
with other free African Americans. 
• The debate over slavery later ended in a
war with the North against the South.
(page 106)
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Slavery (cont.)
Would you have enforced the slave codes
as a white colonist living in the South
during this period in history?
(page 106)
Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
A 1. farming in which only enough
food to feed one’s family is
produced
__
C 2. farm crop raised to be sold
for money
__
B 3. a trade route that exchanged
goods between the West
Indies, the American
colonies, and West Africa
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A. subsistence
farming
B. triangular
trade
C. cash crop
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
England’s natural resources help its
commerce?
Streams and rivers powered mills and
transported materials; forests provided
lumber for shipbuilding; access to the ocean
encouraged trading.
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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.
Guide to Reading
Main Idea
The ideals of American democracy and freedom
of religion took root during the colonial period. 
Key Terms
• mercantilism 
• proprietary colony 
• export 
• royal colony 
• import 
• apprentice 
• smuggling 
• literacy
• charter colony 
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Guide to Reading (cont.)
Reading Strategy
Organizing Information As you read this section,
re-create the diagram on page 108 of your
textbook and identify the three types of English
colonies. 
Read to Learn
• why the Navigation Acts angered the colonists. 
• who had the right to vote in colonial legislatures.
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Guide to Reading (cont.)
Section Theme
Continuity and Change The roots of American
democracy, freedom of religion, and public
education are found in the American colonial
experience.
From Poor Richard’s
Almanack
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English Colonial Rule
• In the mid-1600s, the English monarchy
saw Charles II and then James II rule. 
• James II tried to tighten royal control over
the colonies, but in 1688 he was forced
out by the English Parliament. 
• Mary, his daughter, and her husband,
William, ruled. 
• This power of elected representatives
over the monarch was known as the
Glorious Revolution.
(pages 108–109)
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English Colonial Rule (cont.)
• The English Bill of Rights, signed by
William and Mary in 1689, guaranteed
certain basic rights to all citizens. 
• This document inspired the creation of the
American Bill of Rights.
(pages 108–109)
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English Colonial Rule (cont.)
• England passed a series of laws called the
Navigation Acts. 
• The colonies were an economic
resource that England wanted to maintain
control of. 
• These laws controlled the flow of goods
between England and the colonies. 
• They kept the colonies from sending certain
products outside of England and forced the
colonists to use English ships when
shipping.
(pages 108–109)
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English Colonial Rule (cont.)
• Some colonists began smuggling, or
illegally trading with other nations. 
• They did not want to trade only with
England. 
• This illegal trade was the beginning of the
economic conflict between England and
the colonies.
(pages 108–109)
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English Colonial Rule (cont.)
How did the economic theory of mercantilism govern
England’s interest in controlling colonial trade?
English manufacturers bought raw materials from the
colonies and used them to make finished goods. These
finished goods were sold to the colonists and to other
countries. As a nation becomes more powerful, it has to
export more goods than it imports. The more England
could control the colonies, the more money it could make
from its trade with them. The colonists had to trade only
with England under the Navigation Acts. Trade with other
countries was not allowed. The colonists had to pay the
English price for goods and use English ships to ship their
products. England profited from all angles.
(pages 108–109)
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Colonial Government
• There were three types of colonies by the
1760s: 
1) The Charter Colonies of Connecticut and
Rhode Island 
- They were established by a group of settlers
who had been given a charter, or a grant of
rights and privileges. 
- Colonists elected governors and members of
the legislature. 
- Britain could approve the governor’s
appointment, but the governor could
not veto acts of the legislature.
(pages 110–111)
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Colonial Government (cont.)
2) The Proprietary Colonies of Delaware,
Maryland, and Pennsylvania 
- Britain granted land to proprietors to start these
colonies. 
- The proprietors could usually rule as they
wished. 
- They appointed the governor and members of
the upper house, or the council. 
- The colonists elected members of the lower
house, or assembly.
(pages 110–111)
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Colonial Government (cont.)
3) The Royal Colonies of Georgia,
Massachusetts, New Hampshire, New Jersey,
North Carolina, South Carolina, and Virginia 
- They were ruled directly by Britain. 
- The king appointed a governor and council.
The colonists elected the assembly. 
- The governor and council members usually
acted as Britain told them. 
- However, conflicts arose, especially in the
assembly, when officials tried to enforce tax
laws and trade restrictions.
(pages 110–111)
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Colonial Government (cont.)
• Generally, voting rights were granted only
to white men who owned property. 
• Most women, indentured servants, men
without land, and African Americans could
not vote.
(pages 110–111)
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Colonial Government (cont.)
How did the colonists’ involvement in
government prepare them for their
eventual struggle for independence from
Britain?
Colonists elected officials and took an
interest in the laws that were passed. They
were not afraid to complain when they did
not like the enforcement of certain laws.
They learned about the ideals of democracy
by practicing them.
(pages 110–111)
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An Emerging Culture
• The return of strong religious values in the
1720s through the 1740s led to the Great
Awakening. 
• Influential preachers like Jonathan
Edwards and George Whitefield inspired
colonists in New England and the Middle
Colonies to reexamine their lifestyles,
their relationships with one another, and
their faith.
(pages 112–113)
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An Emerging Culture (cont.)
• The family was the foundation of colonial
society. 
• Men were the formal heads of the
households. 
• They managed the farms and represented
the family in community matters.
(pages 112–113)
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An Emerging Culture (cont.)
• Women also participated in decision
making and worked in the fields or on
farms. 
• In the cities and towns, they worked
outside the home for wealthy families, as
teachers, nurses, or as shopkeepers.
However, they could not vote. 
• Education was valued in the colonies. 
• Many communities established schools. 
• By 1750 the literacy rate in New England
was approximately 85 percent for men
(pages 112–113)
and 50 percent for women.
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An Emerging Culture (cont.)
• Many schools were run by widows or
unmarried women who taught in their
homes. 
• Some schools in the Middle Colonies
were run by Quakers or by other religious
groups. 
• In towns and cities, craftspeople opened
night schools to train apprentices. 
• Harvard was the first college, established
in 1636 by Puritans. 
• The early colleges were founded to train
(pages 112–113)
ministers.
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An Emerging Culture (cont.)
• The Enlightenment, a movement that
began in Europe in the 1750s, influenced
the colonists. 
• It spread the idea that knowledge, reason,
and science could improve society. 
• Ideas spread through newspapers,
lectures, and organizations.
(pages 112–113)
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An Emerging Culture (cont.)
• The foundation for freedom of the press
came when New York Weekly Journal
publisher John Peter Zenger was sued,
accused of libel for printing articles
criticizing the royal governor of New York. 
• Zenger argued free speech was a basic
right of the people. 
• The jury based its decision on whether the
articles were true, not offensive. 
• Zenger was found not guilty.
(pages 112–113)
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An Emerging Culture (cont.)
Compare the family roles of men and
women in colonial times to those of today.
(pages 112–113)
Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
C 1. colony run by individuals or
groups to whom land was
granted
__
E 2. the ability to read and write
__
B 3. colony established by a
group of settlers who had
been given a formal
document allowing them to
settle
__
D 4. assistant who is assigned to
learn the trade of a skilled
craftsman
__
A 5. a good sold abroad
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A. export
B. charter colony
C. proprietary
colony
D. apprentice
E. literacy
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.
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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.
Guide to Reading
Main Idea
Rivalry between Great Britain and France led to
a long-lasting conflict. 
Key Terms
• Iroquois Confederacy 
• militia
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Guide to Reading (cont.)
Reading Strategy
Organizing Information As you read the section,
re-create the diagram shown on page 116 of your
textbook and describe the events that led to
conflict in North America. 
Read to Learn
• how wars in Europe spread to the American
colonies. 
• about the purpose of the Albany Plan of Union.
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Guide to Reading (cont.)
Section Theme
Continuity and Change American colonists and
Native American groups were drawn into the clash
between France and Britain.
Powderhorn, French and Indian War
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to replay the audio.
British-French Rivalry
• The French and British rivalry grew as both
countries expanded into each other’s
territories. 
• In the 1740s, the British fur traders built a
fort at Pickawillany in the Ohio River
country. 
• In 1752, the French attacked this fort and
drove the British out. 
• The French built several more forts along
the Ohio River valley to protect what they
claimed to be their fur-trading territory.
(pages 116–118)
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British-French Rivalry (cont.)
• Also in the 1740s, French troops raided
towns in Maine and New York. 
• The British captured the French fortress
at Louisbourg, north of Nova Scotia, in
retaliation. 
• Later they returned Louisbourg to France. 
• Many Native Americans helped France
since the French and Native Americans
had a better relationship. 
• The Native Americans often raided British
settlements.
(pages 116–118)
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British-French Rivalry (cont.)
• The Iroquois Confederacy was the most
powerful Native American group in the
East. It consisted of five nations: 
- the Mohawks 
- the Seneca 
- the Cayuga 
- the Onondaga 
- the Oneida 
• They remained independent until the mid1700s when the British gained certain
trading rights in the Ohio Valley.
(pages 116–118)
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British-French Rivalry (cont.)
Why did the British and French rivalry
grow?
The rivalry grew as a result of each
country wanting to control the territory
that they claimed and each country
infringing on the other’s territory.
(pages 116–118)
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American Colonists Take Action
• In 1753 the Virginia governor Robert
Dinwiddie sent George Washington into
the Ohio Valley to push the French out. 
• He was not successful against the French. 
• In the spring of 1754, Washington returned
as a lieutenant with a militia of 150 men to
build a fort near present-day Pittsburgh. 
• He found the French were already there
building Fort Duquesne. 
• Washington established Fort Necessity
nearby.
(pages 118–119)
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American Colonists Take Action (cont.)
• The French surrounded Washington’s
soldiers and forced them to surrender but
later let them go back to Virginia. 
• Even though he was defeated,
Washington’s fame spread throughout the
colonies and Europe because he stood up
to the French.
(pages 118–119)
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American Colonists Take Action (cont.)
• A group of representatives met in Albany,
New York, to discuss the possible war
threat and to defend themselves against
the French. 
• The representatives adopted the Albany
Plan of Union suggested by Benjamin
Franklin. 
• But none of the colonies approved the
plan because no colony wanted to give
up any of its power.
(pages 118–119)
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American Colonists Take Action (cont.)
• The series of clashes that occurred was
called the French and Indian War by the
colonists because they were fighting two
wars–one with the French and the other
with the Native Americans who were allies
of the French.
(pages 118–119)
American Colonists Take Action (cont.)
Why did the Albany Plan of Union fail?
It laid out a plan that would unite the
colonies, but none of the colonies wanted
one government to rule them. They were
not ready to give up their powers.
(pages 118–119)
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Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
B 1. a group of civilians trained
to fight in emergencies
A. Iroquois
Confederacy
__
A 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
B. militia
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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.
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Critical Thinking
Analyzing Primary Sources Re-read
Benjamin Franklin’s 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 presentday 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.
Guide to Reading
Main Idea
England and France fought for control of North
America. The French and Indian War resulted
from this struggle. 
Key Terms
• alliance 
• speculator
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Guide to Reading (cont.)
Reading Strategy
Organizing Information As you read this section,
re-create the diagram on page 121 of your textbook
and describe the effects these events had on the
conflict between France and Britain. 
Read to Learn
• how British fortunes improved after William Pitt
took over direction of the war. 
• how Chief Pontiac united his people to fight for
their land.
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Guide to Reading (cont.)
Section Theme
Individual Action Victory or loss in war often
depended on the actions of a single leader.
Native American maize mask
Click the Speaker button
to replay the audio.
The British Take Action
• Early in the war, the French appeared to
be winning control of the American land. 
- They had built forts throughout the Great Lakes
region and the Ohio River valley. 
- They had strong alliances with the Native
Americans. 
- This allowed them to control land from the St.
Lawrence River in Canada south to New
Orleans. 
- The British colonists had little help from Britain
in fighting the French.
(pages 121–124)
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The British Take Action (cont.)
• In 1754 Great Britain sent General Edward
Braddock to be commander in chief of
British forces in America and drive the
French out. 
• He was unsuccessful in the battle at Fort
Duquesne, suffered nearly 1,000
casualties, and was killed himself. 
• This defeat spurred Britain to declare war
on France.
(pages 121–124)
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The British Take Action (cont.)
• The Seven Years’ War began in 1756. 
• French, British, and Spanish forces
clashed in North America, Europe, Cuba,
the West Indies, India, and the
Philippines. 
• During the early years, the British were
not successful.
(pages 121–124)
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The British Take Action (cont.)
• After William Pitt, prime minister of Britain,
came to power, things changed. 
- Britain paid for war supplies, which ultimately
put them into debt. 
- Pitt sent British troops to conquer French
Canada. 
- In 1758 the British recaptured the fort at
Louisbourg. 
- New Englanders, led by British officers,
captured Fort Frontenac. 
- British troops forced the French to abandon
Fort Duquesne, which was renamed Fort Pitt.
(pages 121–124)
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The British Take Action (cont.)
Why did Pitt want to capture French
Canada as well as gain a path to the
western territories?
He wanted Britain to control the lands in
North America.
(pages 121–124)
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The Fall of New France
• The continued British victories led to the
downfall of the French as a power in North
America. In 1759: 
- the British captured several French islands in
the West Indies 
- the British defeated the French in India 
- the British destroyed a French fleet in Canada 
- the British surprised and defeated the French
army at the Battle of Quebec 
- Quebec was the capital of New France and a
place that was thought to be impossible to
attack
(page 124)
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The Fall of New France (cont.)
• The Treaty of Paris of 1763 ended the war.
In the treaty, 
- France kept some of its islands in the West
Indies but gave Canada and most of its lands
east of the Mississippi River to Great Britain 
- Great Britain gained Florida from Spain 
- Spain received lands west of the Mississippi
River (the Louisiana Territory) and the port of
New Orleans 
• North America was now divided between
Britain and Spain with the Mississippi
River as the boundary.
(page 124)
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The Fall of New France (cont.)
Why was the Battle of Quebec such a
great victory for the British?
It was the capital of New France and
thought impossible to capture because
of its location high on a cliff.
(page 124)
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Trouble on the Frontier
• The British victory left the Native
Americans without their ally and main
trading partner. 
• The British raised prices of goods, did not
pay the Native Americans for their land,
and began new settlements in western
Pennsylvania.
(page 125)
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Trouble on the Frontier (cont.)
• Pontiac was a chief of an Ottawa village
near Detroit. 
• He put together an alliance of Native
American peoples in 1763. 
• In the spring, they attacked the British fort
at Detroit, captured other British outposts
in the Great Lakes region, and led a
series of raids called Pontiac’s War along
the Pennsylvania and Virginia frontiers. 
• The war ended in August 1765 when
Pontiac heard that the French signed the
Treaty of Paris.
(page 125)
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Trouble on the Frontier (cont.)
• To prevent more fighting and westward
expansion, Britain established the
Proclamation of 1763. 
• The king declared the Appalachian
Mountains as the temporary boundary for
the colonies. 
• This created more conflicts between
Britain and the colonies, especially to
those people who owned or invested in
land west of the mountains.
(page 125)
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Trouble on the Frontier (cont.)
What could Britain have done differently so as
not to anger the colonists with the Proclamation
of 1763?
Possible answer: Britain could have amended the
proclamation when they saw how angry some of
the colonists were or worked out contracts with the
speculators to appease them. The fact remained
that Britain wanted to control its colonies and was
not looking to appease them because of the
proclamation.
(page 125)
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Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
B 1. person who risks money in
order to make a large profit
__
A 2. a close association of
nations or other groups,
formed to advance common
interests or causes
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A. alliance
B. speculator
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.
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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.
Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
B 1. farm crop raised to be sold
for money
A. subsistence
farming
__
F 2. colony run by individuals or
groups to whom land was
granted
B. cash crop
__
D 3. the theory that a state’s or
nation’s power depended
on its wealth
D. mercantilism
__
A 4. farming in which only
enough food to feed one’s
family is produced
__
G 5. a good bought from foreign
markets
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C. export
E. charter colony
F. proprietary
colony
G. import
Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
E 6. colony established by a
group of settlers who had
been given a formal
document allowing them
to settle
A. subsistence
farming
__
C 7. a good sold abroad
D. mercantilism
B. cash crop
C. export
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 England’s 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.
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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
What countries
controlled land
on the
continent?
Britain, Spain,
and France
controlled land
on the continent.
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Geography and History Activity
What regions
were under
Spain’s control?
Spain controlled
Mexico, the
present-day
southwestern
states, Florida,
Central America,
and the western
coast of South
America.
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Geography and History Activity
Who controlled
the land that is
now Mexico?
Mexico was
controlled by
Spain.
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Geography and History Activity
What nation
controlled the
Mississippi
River?
France controlled
the Mississippi
River.
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Standardized Test Practice
Directions: Use the map below to answer the following question.
Standardized Test Practice
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 Delaware’s people were English.
I
Dutch communities were widespread throughout
South Carolina.
Test-Taking Tip Make sure that you look at the map’s 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.
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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
Click on a hyperlink to view the corresponding slide.
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 Wolfe’s 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 Wolfe’s 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).
Colonial Printing
Press
Type is made up of large numbers of single
letters that can be moved and reused.
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.
This feature can be found on page 112 of your textbook.
Colonial Printing
Press
1
A sheet of paper
is fitted into the
paper holder,
which is then
folded on top of
the type form.
3 horizontal lever
2 platen
4 type form
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
5 paper
Colonial Printing
Press
2
The platen presses the
paper onto the inked type.
2 platen
4 type form
This feature can be found on page 112 of your textbook. Click the
mouse button or press the Space Bar to display the information.
3 horizontal lever
1 paper holder
5 paper
Colonial Printing
Press
3
The horizontal lever
lowered or raised the
platen.
2 platen
4 type form
This feature can be found on page 112 of your textbook. Click the
mouse button or press the Space Bar to display the information.
3 horizontal lever
1 paper holder
5 paper
Colonial Printing
Press
4
Type form was slid under
the raised platen.
2 platen
4 type form
This feature can be found on page 112 of your textbook. Click the
mouse button or press the Space Bar to display the information.
3 horizontal lever
1 paper holder
5 paper
Colonial Printing
Press
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 4
papers became
known as flyers.
3 horizontal lever
2 platen
type form
This feature can be found on page 112 of your textbook.
1 paper holder
5 paper
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 cause–watching television instead
of doing homework–leads to an effect–poor grades.
This feature can be found on page 120 of your textbook.
Click the Speaker button to replay the audio.
Understanding
Cause and Effect
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.
This feature can be found on page 120 of your textbook. Click the
mouse button or press the Space Bar to display the information.
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
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.
This feature can be found on page 120 of your textbook. Click the
mouse button or press the Space Bar to display the answers.
Understanding
Cause and Effect
Practicing the Skill
3. What was the long-term effect of the development of
slavery?
Slavery created feelings of injustice and sowed seeds
of regional conflict.
This feature can be found on page 120 of your textbook. Click the
mouse button or press the Space Bar to display the answer.
Voyages of the Slave Trade
Objectives
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.
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window above to view a preview of The American Republic to 1877 video.
Voyages of the Slave Trade
Discussion Question
How many Africans were brought to North America
via the Middle Passage from the 1500s through the
1700s?
Between 12 and 14 million Africans were brought
to North America.
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Voyages of the Slave Trade
Discussion Question
What were the conditions like in the underground
rooms where slaves were kept before voyages on
the Middle Passage?
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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Click the mouse button or press the
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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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Space Bar to display the answer.
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