The Colonies Grow 1607–1770 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.

The American Republic to 1877 Video The chapter 4 video, “Middle Passage: Voyages of the Slave Trade,” examines the beginnings of the slave trade, focusing on the Middle Passage.

1676 • Bacon’s Rebellion c. 1570 • Iroquois Confederacy 1651 formed • First Navigation Act regulates colonial trade

1550 1600 1650

1603 1610 1644 • Tokugawa Shogunate • Galileo observes • Qing Dynasty emerges in Japan planets and stars established in with telescope China

98 CHAPTER 4 The Colonies Grow Compare-Contrast Study Foldable Make the following (Venn diagram) foldable to compare and contrast the peoples involved in the French and Indian War. Step 1 Fold a sheet of paper from side to side, leaving a 2-inch tab uncovered along the side.

Fold it so the left edge lies 2 inches from the right edge.

Step 2 Turn the paper and fold into thirds.

Step 3 Unfold and cut along the two inside fold lines. Cut along the two folds on the front flap to make 3 tabs.

Step 4 Label the foldable as shown.

The French and Indian War French British and Native Both and Americans Colonists

The South Side of St. John’s Street by Joseph B. Smith This painting Reading and Writing As you read about the shows a quiet neighborhood in New York City during the late 1760s. participants of the war, write facts about them under the appropriate tabs of your foldable. 1700s • Enslaved Africans 1754 brought to America • French and Indian War begins c. 1740 • Great Awakening 1763 peaks • Proclamation of 1763 HISTORY

Chapter Overview 1700 1750 Visit tarvol1.glencoe.com and click on Chapter 4— Chapter Overviews to pre- view chapter information.

1689 1690 1702 1748 • English Bill of • Locke’s Two • England and • Montesquieu’s The Rights signed Treatises of France at war Spirit of Laws Government

CHAPTER 4 The Colonies Grow 99 Life in the Colonies Guide to Reading

Main Idea Reading Strategy Read to Learn Each region developed a unique way Classifying Information As you read • what the triangular trade was and of life. Section 1, re-create the diagram how it affected American society. below and describe the differences in • how the regions in the colonies dif- Key Terms the economies of the New England, fered from one another. subsistence farming, triangular Middle, and Southern Colonies. • why the use of enslaved workers trade, cash crop, diversity, Tide- increased in the colonies. water, backcountry, overseer Economic Development New Middle Southern Section Theme England Colonies Colonies Economic Factors Ways of earning a living varied among the colonies. Preview of Events ✦1700 ✦1750 ✦1800 1700s 1750 c. 1760 Thousands of enslaved Africans South Carolina and Georgia have the New York City’s population are brought to America fastest-growing colonial economies reaches 18,000

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 charac- Colonial ter, of manners, of religion, of interest, of the different colonies, that I think . . . were spinning wheel they left to themselves, there would soon be a civil war, from one end of the continent to the other.”

New England Colonies Although Burnaby believed that the colonies would never unite, the colonies continued to grow. The number of people living in the colonies rose from about 250,000 in 1700 to approximately 2.5 million by the mid-1770s. The population of African Americans increased at an even faster rate—from about 28,000 to more than 500,000.

100 CHAPTER 4 The Colonies Grow Immigration was important to this growth. and thin, rocky soil made large-scale farming Between 1607 and 1775, almost a million peo- difficult. Farmers in New England practiced ple—an estimated 690,000 Europeans and subsistence farming, which means that they 278,000 Africans—came to live in the colonies. generally produced just enough to meet the By 1775 about 2,500 Jews lived in the colonies. needs of their families, with little left over to sell Most Jewish immigrants lived in the cities of or exchange. Most Northern farmers relied on New York, Philadelphia, Charles Town, Savan- their children for labor. Everyone in the family nah, and Newport, where they were allowed to worked—spinning yarn, preserving fruit, milk- worship as they pleased. ing cows, fencing in fields, and sowing and har- Another reason for the growing population vesting grain. was that colonial women tended to marry early and have large families. In addition, America, $ Economics especially New England, turned out to be an unusually healthy place to live. Commerce in New England Most people in New England lived in well- New England also had many small busi- organized towns. In the center of the town stood nesses. Some people used the waterpower from the meetinghouse, a building used for both the streams on their land to run mills for grind- church services and town meetings. The meet- ing grain or sawing lumber. Women who made inghouse faced a piece of land called the green, cloth, garments, candles, or soap for their fami- or common, where cows grazed and the citizen lies sometimes made enough of these products army trained. Farmers lived in the town and to sell or trade. Large towns attracted skilled worked in fields on its outskirts. craftspeople who set themselves up as black- Farming was the main economic activity in all smiths, shoemakers, furniture makers, gun- the colonies, but New England farms were smiths, metalsmiths, and printers. smaller than those farther south. Long winters Shipbuilding was an important industry. The lumber for building ships came from the forests of New England and was transported down America’s Architecture rivers to the shipyards in coastal towns. A house design called a “salt box” became popular in many areas. The design featured a square or rectangu- lar house, often with an addition in the back that provided more living space. These houses were called salt boxes because they were similar in shape to the wooden box in which salt was kept in colonial kitchens. Where was the meetinghouse located in many towns?

Pineapples symbol- ized hospitality in colonial America.

CHAPTER 4 The Colonies Grow 101 The region also relied on fishing. New Eng- Many West African kingdoms enslaved those landers fished for cod, halibut, crabs, oysters, they defeated in war. Some of the enslaved were and lobsters. Some ventured far out to sea to sold to Arab slave traders. Others were forced to hunt whales for oil and whalebone. mine gold or work in farm fields. With the arrival of the Europeans, enslaved Africans also began to Colonial Trade be shipped to America in exchange for trade As the center of the shipping trade in Amer- goods. On the final leg of the route, the enslaved ica, northern coastal cities linked the northern Africans were taken to the West Indies where they colonies with the Southern Colonies, and linked were sold to planters. The profit was used to buy America to other parts of the world. New Eng- more molasses—and the process started over. land ships sailed south along the Atlantic coast, trading with the colonies and with islands in the The Middle Passage West Indies. They crossed the Atlantic carrying The inhumane part of the triangular trade, fish, furs, and fruit to trade for manufactured shipping enslaved Africans to the West Indies, goods in England and Europe. was known as the Middle Passage. Olaudah These colonial merchant ships followed many Equiano, a young African forced onto a ship to different trading routes. Some went directly to America, later described the voyage: England and back. Others followed routes that came to be called the triangular trade because the “I was soon put down under the decks, . . . The routes formed a triangle. On one leg of such a closeness of the place, and the heat of the route, ships brought sugar and molasses from the climate, added to the number in the ship, which West Indies to the New England colonies. In New was so crowded that each had scarcely room to England, the molasses would be made into rum. turn himself, almost suffocated us. . . . The shrieks Next, the rum and other goods were shipped to of the women, and the groans of the dying, ren- West Africa and traded for enslaved Africans. dered [made] the whole a scene of horror. Slavery was widely practiced in West Africa. ”

Slaves packed in a ship

History A deck plan (above) reveals tightly packed ranks of slaves on a ship bound from Africa to the Americas. Once docked, the ship’s human cargo was replaced with rum or molasses. What does the term “Middle Passage” refer to?

102 CHAPTER 4 The Colonies Grow Triangular Trade Routes ° 60°N 0

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BRITISH tobac I Rice, r COLONIES it o ru n

f , 15 , s s d c ° e o N s l s o o a g ol t m ed h , r , s r a u w d g t Gulf of s u c o S a e e f AFRICA a Mexico o s u s n p G a a o l m , n WEST o th lo s INDIES M C Atlantic 0° Ocean C a rib Pacific be an Ocean Sea Ens Enslave lave d persons d pe TH rson Rum E M s, go , iron, tools ID ld, pep DLE per PAS SAGE 15 African Slave Trade ° S 1450–1870 Destination Total /United States 427,000 Mexico and Central America 224,000 West Indies 4,040,000 Triangular trade routes developed among the British colonies, Spanish South America 522,000 Africa, and the West Indies. 1. Comparing What did the colonies export to Africa? What

Guianas 531,000 did they import from the West Indies? Brazil 3,647,000 2. Evaluating Which part of the triangle—import or export—do you think was most important to colonists? Why? Europe 175,000

Source: Historical Atlas of the United States; Philip D. Curtin, Atlantic Slave Trade. land and produced bigger harvests than did New Englanders. In New York and Pennsylva- With its trade, shipbuilding, and fishing, New nia, farmers grew large quantities of wheat and England’s economy flourished. Although good other cash crops, crops that could be sold easily farmland was lacking in much of the region, in markets in the colonies and overseas. New England’s population grew and towns and Farmers sent cargoes of wheat and livestock cities developed. to New York City and Philadelphia for ship- ment, and these cities became busy ports. By the Explaining Where was the shipping 1760s New York, with 18,000 people, and hub in America? Philadelphia, with 24,000 people, were the largest cities in the American colonies.

The Middle Colonies Industries of the Middle Colonies The Middle Colonies enjoyed fertile soil and a Like the New England Colonies, the Middle slightly milder climate than New England’s. Colonies also had industries. Some were Farmers in this region cultivated larger areas of home-based crafts such as carpentry and flour

CHAPTER 4 The Colonies Grow 103 History Through Art Colonists brought traditions from their home- lands. One was the display of tapestry, a heavy fabric with a woven pattern or picture. What is happening in this tapestry?

The Southern Colonies With their rich soil and warm climate, the Southern Colonies were well suited to certain kinds of farming. Southern farmers could culti- vate large areas of land and produce harvests of cash crops. Because most settlers in the Southern Colonies made their living from farming the land, they did not have the need to develop commerce or industry. For the most part, Lon- don merchants rather than local merchants man- aged Southern trade.

$ Economics Tobacco and Rice Tobacco was the principal cash crop of Mary- land and Virginia. Most tobacco was sold in making. Others included larger businesses Europe, where the demand for it was strong. such as lumbering, mining, and small-scale Growing tobacco and preparing it for sale manufacturing. required a good deal of labor. At first planters One iron mill in northern New Jersey used indentured servants to work in the fields. employed several hundred workers, many of When indentured servants became scarce and them from Germany. Other smaller ironworks expensive, Southern planters used enslaved operated in New Jersey and Pennsylvania. Africans instead. When the demand for tobacco was greater German Immigrants than the supply, the price remained high. Some- Most of the nearly 100,000 German immi- times, however, a surplus, or extra amounts, of grants who came to America in the colonial era tobacco on the market caused prices to fall and settled in Pennsylvania. Using agricultural then the growers’ profits also fell. In time, some methods developed in Europe, these immi- tobacco planters switched to growing other grants became successful farmers. crops such as corn and wheat. The Germans belonged to a number of Protes- The main cash crop in South Carolina and tant groups. Together with the Dutch, Swedish, Georgia was rice. In low-lying areas along the and other non-English immigrants, they gave coast, planters built dams to create rice fields, the Middle Colonies a cultural diversity, or vari- called paddies. These fields were flooded when ety, that was not found in New England. With the rice was young and drained when the rice the diversity came tolerance for religious and was ready to harvest. Work in the rice paddies cultural differences. involved standing knee-deep in the mud all day with no protection from the blazing sun or the Explaining What are cash crops? biting insects.

104 CHAPTER 4 The Colonies Grow Because rice harvesting required so much West of the Tidewater lay a region of hills and strenuous work, rice growers relied on slave forests climbing up toward the Appalachian labor. Rice proved to be even more profitable Mountains. This region was known as the back- than tobacco. As it became popular in southern country and was settled in part by hardy new- Europe, the price of rice rose steadily. By the comers to the colonies. The backcountry settlers 1750s South Carolina and Georgia had the grew corn and tobacco on small farms. They fastest-growing economies in the colonies. usually worked alone or with their families, although some had one or two enslaved Tidewater and Backcountry Africans to help. Most of the large Southern plantations were In the Southern Colonies, the independent located in the Tidewater, a region of flat, low- small farmers of the backcountry outnumbered lying plains along the seacoast. Plantations, or the large plantation owners. The plantation large farms, were often located on rivers so owners, however, had greater wealth and more crops could be shipped to market by boat. influence. They controlled the economic and Each plantation was a self-contained commu- political life of the region. nity with fields stretching out around a cluster of Comparing How were the settlers buildings. The planter’s wife supervised the of the Tidewater different from those of the backcountry? main house and the household servants. A plan- tation also included slave cabins, barns and sta- bles, and outbuildings such as carpenter and blacksmith shops and storerooms. Even kitchens History Through Art were in separate buildings. A large plantation The Old Plantation by an unknown artist might also have its own chapel and school. This watercolor from the 1700s shows a tradi- tional African celebration on a Southern plan- tation. Where would you be more likely to find enslaved African laborers—in the Tidewater or backcountry? Why?

CHAPTER 4 The Colonies Grow 105 Slavery Most enslaved Africans lived on plantations. Some did housework, but most worked in the fields and often suffered great cruelty. The large Banning Slavery plantation owners hired overseers, or bosses, to keep the slaves working hard. Slavery was first outlawed in the northern colonies. By the early 1700s, many of the colonies had This is not true. Slavery was first outlawed in the colony issued slave codes, strict rules governing the of Georgia in 1735. Georgia eventually made slavery legal again. behavior and punishment of enslaved Africans. Some codes did not allow slaves to leave the plantation without written permission from the master. Some made it illegal to teach enslaved their profits with the slaveholders. Those lucky people to read or write. They usually allowed enough to be able to buy their freedom joined slaves to be whipped for minor offenses and the small population of free African Americans. hanged or burned to death for serious crimes. Those who ran away were often caught and Criticism of Slavery punished severely. Although the majority of white Southerners were not slaveholders, slavery played an impor- African Traditions tant role in the economic success of the Southern Although the enslaved Africans had strong Colonies. That success, however, was built on family ties, their families were often torn apart. the idea that one human being could own Slaveholders could sell a family member to another. Some colonists did not believe in slav- another slaveholder. Slaves found a source of ery. Many Puritans refused to hold enslaved strength in their African roots. They developed a people. In Pennsylvania, Quakers and Mennon- culture that drew on the languages and customs ites condemned slavery. Eventually the debate of their West African homelands. over slavery would erupt in a bloody war, pit- Some enslaved Africans learned trades such ting North against South. as carpentry, blacksmithing, or weaving. Skilled workers could sometimes set up shops, sharing Describing What did slave codes do?

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Checking for Understanding Critical Thinking Analyzing Visuals 1. Key Terms Use each of these terms 4. Comparing How did farming in 6. Geography Skills Study the map on in a sentence that will help explain its New England compare with farming page 103. What goods were traded meaning: subsistence farming, in the Southern Colonies? Use a from the British Colonies to Great triangular trade, cash crop. chart like the one below to answer Britain? From the West Indies to the 2. Reviewing Facts Identify the various the question. British Colonies? economic activities carried on in the Similarities Differences Middle Colonies. New England Reviewing Themes Southern Colonies Informative Writing Imagine you 3. Economic Factors How did New 5. Making Inferences How do you live in New England in the 1750s England’s natural resources help its think plantation owners in the South- and are visiting cousins on a farm commerce? ern Colonies justified their use of in the Carolinas. Write a letter to enslaved Africans? a friend at home describing your visit to the farm.

106 CHAPTER 4 The Colonies Grow Olaudah Equiano (c. 1750–1797) The Kidnapped Prince Olaudah Equiano ight away we were taken to it without separating us from our was 11 years old a merchant’s yard, where we very last relatives and friends. They when he and were all penned up together already could live in riches from our his sister were R like so many sheep. When I looked misery and toil. What kidnapped by out at the town, everything was possible advantage slave traders. new to me. The houses were built did they gain from Olaudah was with bricks, in stories, and were this refinement of taken to the West Indies and completely different from any I had cruelty? sold into slavery. His life story seen in Africa. I was still more From The Kid- includes memories of his child- astonished at seeing people on napped Prince by hood in Africa. He wrote his horseback. . . . Olaudah Equiano. story after receiving the name Adapted by Ann We were not many days in the Cameron. Copy- Gustavus Vassa from one of his merchant’s custody before we were right © 1995 by masters and buying his free- sold—like this: Ann Cameron. dom. Published during the time Someone beat a drum. Then all Reprinted by per- the buyers rushed at once into the mission of Alfred of the movement to end slav- A. Knopf, Inc. ery, Equiano’s work became a yard where we were penned to best-seller. choose the parcel of us that they liked best. They rushed from one READ TO DISCOVER group of us to another, with tremendous noise and eager faces, This selection begins after terrifying us all. ANALYZING LITERATURE Olaudah has been kidnapped Three men who were sold were and forced to endure the terri- brothers. They were sold in different 1. Recall and Interpret How did fying trip across the Atlantic lots. I still remember how they the Africans feel as they were Ocean aboard a slave ship. As cried when they were parted. Prob- being sold? you read, think about what life ably they never saw each other 2. Evaluate and Connect Do you must have been like for again. think Olaudah Equiano supports Africans who were sold into I didn’t know it, but this hap- slavery? Explain. slavery. pened all the time in slave sales. Parents lost their children; brothers Interdisciplinary Activity READER’S DICTIONARY lost their sisters. Husbands lost Descriptive Writing Re-read the parcel: group their wives. excerpt and think about what it lots: groups We had already lost our homes, must have been like to be sepa- our countries, and almost everyone toil: work rated from family members. Write we loved. The people who did the a dialogue you think might occur selling and buying could have done between two family members as they are about to be separated from each other.

107 Government, Religion, and Culture Guide to Reading

Main Idea Reading Strategy Read to Learn The ideals of American democracy Organizing Information As you read • why the Navigation Acts angered and freedom of religion took root the section, re-create the diagram the colonists. during the colonial period. below and identify the three types of • who had the right to vote in colo- English colonies. nial legislatures. Key Terms mercantilism, export, import, smug- Types of Section Theme colonies gling, charter colony, proprietary Continuity and Change The roots of colony, royal colony, apprentice, American democracy, freedom of reli- literacy gion, and public education are found in the American colonial experience. Preview of Events ✦1630 ✦1670 ✦1710 ✦1750 1636 1693 1732 Harvard College College of William Benjamin Franklin c. 1740 is established and Mary is founded publishes Poor Great Awakening sweeps Richard’s Almanack through the colonies

“Fish and Visitors stink after three days.” “Beware of little Expenses: a small Leak will sink a great Ship.” “No gains without pains.” Benjamin Franklin wrote these and other witty sayings for his annual book, From Poor Richard’s Poor Richard’s Almanack. The last saying—”No gains without pains”—was Almanack particularly true in the American colonies in the late 1600s.

English Colonial Rule In his writings, Benjamin Franklin celebrated a new American spirit. This spirit signaled that Americans were beginning to view themselves differently from the way Great Britain viewed them. Trouble was brewing in England—and in the colonies—during the mid- 1600s. England’s monarchy had been restored with Charles II on the throne, but many people were not satisfied with his rule. James II, Charles’s successor,

108 CHAPTER 4 The Colonies Grow attempted to take back the powers Parliament and the nation becomes more powerful. To had won during the English Civil War. He also make money from its trade, England had to tried to tighten royal control over the colonies. export, or sell abroad, more goods than it In 1688 Parliament took action. It forced out imported, or bought from foreign markets. James and placed his daughter Mary and her To make certain that only England benefited Dutch husband, William of Orange, on the from trade with the colonies, Parliament passed throne. This change, which showed the power of a series of laws between 1651 and 1673. These the elected representatives over the monarch, laws, called the Navigation Acts, directed the came to be known as the Glorious Revolution. flow of goods between England and the William and Mary signed an English Bill of colonies. Colonial merchants who had goods to Rights in 1689 guaranteeing certain basic rights send to England could not use foreign ships— to all citizens. This document became part of the even if those ships offered cheaper rates. The heritage of English law that the American Navigation Acts also prevented the colonists colonists shared. It later inspired the people who from sending certain products, such as sugar or created the American Bill of Rights. tobacco, outside England’s empire. England viewed its North American colonies Some colonists ignored these laws and began as an economic resource. The colonies provided smuggling, or trading illegally with other England with raw materials. English manufac- nations. Controls on trade would later cause turers used these materials to produce finished even more conflict between the American goods, which they sold to the colonists. This colonies and England. process followed an economic theory called mercantilism. This theory states that as a Examining Under mercantilism, nation’s trade grows, its gold reserves increase, who controlled trade and who supplied raw materials?

Ben Franklin learned a man healthy, wealthy, America’s first lending the printer’s trade as a and wise.” library, and an academy young man. By the time Franklin was deeply of higher learning that he was 23, he owned his interested in science. He later became the Univer- own newspaper in invented the lightning sity of Pennsylvania. Philadelphia. Soon after- rod, bifocal eyeglasses, Franklin’s greatest ward he began publish- and the Franklin stove for services to his fellow ing Poor Richard’s heating. Energetic and Americans would come Almanack, a calendar open-minded, Franklin during the 1770s. As a filled with advice, phi- served in the Pennsylva- statesman and patriot, losophy, and wise say- nia Assembly for many Franklin would help ings, such as “Early to years. He founded a hos- guide the colonies toward bed, early to rise, makes pital, a fire department, independence.

CHAPTER 4 The Colonies Grow 109 • Jonathan Edwards, George Whitefield, and others preach of the need for a revival of The Great religious belief. wakening • Awareness of the importance of religion in A people’s lives grows. The Great Awakening is the name • A religious revival for the powerful religious revival that sweeps through swept over the colonies beginning in America in the the 1720s. Christian ministers such mid-1700s. as George Whitefield and Jonathan Edwards preached throughout the colonies, drawing huge crowds. The Great Awakening had a lasting effect on the way in which the colonists viewed themselves, their relationships with one another, and their faith. Jonathan Edwards

Citizenship was limited. This document provided for pro- Colonial Government tection against unjust punishment and against The English colonists brought with them the loss of life, liberty, and property, except ideas about government that had been develop- according to law. ; (See page 611 of the Appendix for ing in England for centuries. By the 1600s the excerpts from the Magna Carta.) English people had won political liberties, such As the colonies grew, they relied more and as trial by jury, that were largely unknown else- more on their own governments to make local where. At the heart of the English system were laws. By the 1760s there were three types of two principles of government. These princi- colonies in America—charter colonies, propri- ples—limited government and representative etary colonies, and royal colonies. government—greatly influenced the develop- ment of the United States. Charter Colonies By the time the first colonists reached North Connecticut and , the charter America, the idea that government was not all- colonies, were established by settlers who had powerful had become an accepted part of the been given a charter, or a grant of rights and English system of government. The idea first privileges. These colonists elected their own appeared in the Magna Carta that King John governors and the members of the legislature. was forced to sign in 1215. The Magna Carta Great Britain had the right to approve the gov- established the principle of limited government, ernor, but the governor could not veto the acts of in which the power of the king, or government, the legislature.

110 CHAPTER 4 The Colonies Grow In Motion

. ME. R e (Part of c n e r MASS.) w a L The Great Awakening t. S stimulated the growth N.H. Portsmouth of educational institu- Boston • New religious groups such as the o tions in the New ari MASS. Plymouth Ont Baptists, Methodists, and Presbyterians ake N.Y. Providence England Colonies. L R.I. take root. Hartford CONN. °N • Emphasis on education grows. New Haven 40 ie Er N.J. New York City S ke ° • Belief grows that all people are equal The impact of the a PA. 70 W L N Philadelphia before God. Great Awakening was I A • Makes Americans more willing to challenge first felt in the Middle T N Colonies. N Baltimore DEL. authority prior to the . U MD. E O W

M S VA. Williamsburg By the 1740s the N Jamestown A Great Awakening had I ATLaNTIC grown strong in the H C OCEaN Southern Colonies A N.C. L George through the influence A of traveling preachers P Whitefield P New England Colonies such as Samuel A Middle Colonies Davies and George S.C. Southern Colonies Whitefield. Charles GA. Town 0 200 miles

Savannah °N 0 200 kilometers 30 Albers Conic Equal-Area Projection 80°W

governor and members of the council usually did what the British leaders told them to do. How- Proprietary Colonies ever, this often led to conflict with the colonists in The proprietary colonies—Delaware, Mary- the assembly, especially when officials tried to land, and Pennsylvania—were ruled by propri- enforce tax laws and trade restrictions. etors. These were individuals or groups to whom Britain had granted land. Proprietors Voting Rights were generally free to rule as they wished. They Colonial legislatures gave only some people a appointed the governor and members of the voice in government. Generally, white men who upper house of the legislature, while the owned property had the right to vote; however, colonists elected the lower house. most women, indentured servants, landless poor, and African Americans could not vote. In spite Royal Colonies of these limits, a higher proportion of people was By the 1760s Georgia, Massachusetts, New involved in government in the colonies than any- Hampshire, New Jersey, New York, North Car- where in the European world. This strong partic- olina, South Carolina, and Virginia were royal ipation gave Americans training that was colonies. Britain directly ruled all royal colonies. valuable when the colonies became independent. In each, the king appointed a governor and coun- cil, known as the upper house. The colonists Drawing Inferences How did the elected an assembly, called the lower house. The Magna Carta affect government in the colonies?

CHAPTER 4 The Colonies Grow 111 An Emerging Culture to a new American culture. The family formed the foundation of colonial society. From the 1720s through the 1740s, a religious A colonial farm was both home and work- Great Awakening revival called the swept place. Mothers and fathers cared for their chil- through the colonies. In New England and the dren. Women cooked, made butter and cheese, Middle Colonies, ministers called for “a new and preserved food. They spun yarn, made birth,” a return to the strong faith of earlier days. clothes, and tended chickens and cows. Men Jonathan One of the outstanding preachers was worked in the fields and built barns, houses, and Edwards of Massachusetts. People thought that fences. In many areas, women worked in the his sermons were powerful and convincing. fields next to their husbands. George Whitefield, The English preacher Men were the formal heads of the house- who arrived in the colonies in 1739, helped holds. They managed the farms and repre- spread the religious revival. Whitefield inspired sented the family in community affairs. In most worshipers in churches and open fields from churches, women could attend church meet- New England to Georgia. The Great Awakening ings, but could not speak, vote, or serve as led to the formation of many new churches. clergy. Families often arranged for their sons to work as indentured servants for farmers or to Family Roles serve as apprentices, or learning assistants, to Throughout the colonies, people adapted their craft workers who taught them a trade. Mar- traditions to the new conditions of life in Amer- ried women were considered under their hus- ica. Religion, education, and the arts contributed bands’ authority and had few rights.

Colonial 1 A sheet of paper is fitted into the 5 Paper was put in the paper Printing paper holder, which is then folded holder. Once the paper was on top of the type form. removed, it was hung up to Press dry on clothes lines. The Life in the colonies often lines were called flys and 2 The platen presses the paper onto the printed papers became revolved around local print- the inked type. known as flyers. ers who produced pam- phlets, small flyers, books, 3 horizontal lever 3 The horizontal lever and newspapers. The first lowered or raised the printing press in the Ameri- platen. 1 paper holder can colonies was estab- 2 platen lished by Stephen Daye 4 Type form was slid in 1639. under the raised Type is made up of platen. large numbers of single letters that can be 4 type form moved and 5 paper reused.

112 Women in cities and towns sometimes held The colonies’ early colleges were founded to jobs outside the home. Young unmarried women train ministers. The first was Harvard College, might work for wealthy families as maids, cooks, established in 1636 by the Puritans in Cam- and nurses. Widows might work as teachers, bridge, Massachusetts. Anglicans founded nurses, and seamstresses. They also opened shops William and Mary College in Virginia in 1693. and inns. Widows and women who had never married could run businesses and own property, The Enlightenment even though they could not vote. ; (See page 594 of By the middle of the 1700s, many educated the Primary Sources Library for the selection, “What is an American?”) colonists were influenced by the Enlightenment. This movement, which began in Europe, spread Education the idea that knowledge, reason, and science Most colonists valued education. Children could improve society. In the colonies, the En- were often taught to read and write at home by lightenment increased interest in science. People their parents. In New England and Pennsylvania, observed nature, staged experiments, and pub- in particular, school systems were set up to make lished their findings. The best known American sure that everyone could read and study the scientist was Benjamin Franklin. Bible. In 1647 the Massachusetts Puritans passed Freedom of the Press a public education law. Each community with 50 In 1735 John Peter Zenger of the New York or more households had to have a school sup- Weekly Journal faced charges of libel for printing a ported by taxes. critical report about the royal governor of New By 1750, New England had a very high level of York. Andrew Hamilton argued that free speech literacy, the ability to read and write. Approxi- was a basic right of English people. He defended mately 85 percent of the men and about half of the Zenger by asking the jury to base its decision on women could read. Many learned to read from whether Zenger’s article was true, not whether it The New England Primer, which combined lessons was offensive. The jury found Zenger not guilty. in good conduct with reading and writing. At the time the case attracted little attention, but Many colonial schools were run by widows or today it is regarded as an important step in the unmarried women. In the Middle Colonies, some development of a free press in America. schools were run by Quakers and other religious groups. In the towns and cities, craftspeople set Analyzing What was the impact of up night schools for their apprentices. the Great Awakening?

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Checking for Understanding Critical Thinking Analyzing Visuals 1. Key Terms Use each of these terms 4. Drawing Conclusions Why did 6. Picturing History Examine the print- in a complete sentence that will help Andrew Hamilton defend John Peter ing press on page 112. Who estab- explain its meaning: export, charter Zenger and free speech? lished the first printing press in the colony, , 5. Determining Cause and Effect colonies? How do you think the colo- apprentice, literacy. Re-create the diagram below and nists communicated their ideas before 2. Reviewing the Facts Identify some describe the effects of the Great printed material was widely used? contributions of women inside and Awakening. outside the home. Reviewing Themes Great Awakening Government Draw a chart that 3. Continuity and Change Why did the shows the structure of a royal Navigation Acts anger the colonists? colony, a proprietary colony, and a charter colony.

CHAPTER 4 The Colonies Grow 113 NOTEBOOK

What were people’s lives like in the past? INSECTS ARRIVE What—and who—were people talking about? What did they eat? What did they do for fun? These two pages will give you some clues to New Pests everyday life in the U.S. as you step back in time with TIME Notebook. on the Dock The Pilgrims had company on the Mayflower. At least Profile three pests made their EDWARD WINSLOW was 25 when he sailed on first visit to the New the Mayflower to Massachusetts. Winslow helped World on the famous found , served as the colony’s ship—and decided governor three times—and still found time to sit to stay. We hope down to the very first Thanksgiving celebrated in they won’t be around the British colonies in the fall of 1621. Here’s part too long. of what he wrote about the first big feast: • cockroaches “OUR HARVEST BEING GOTTEN IN, OUR GOVERNOR • flies sent four men on the fowling (hunt for fowl), • gray rats that we might … rejoice together after we had gathered the fruits of our labors. In one day, they killed as much fowl as … served the company almost a week. At which time, … many of the Indians came amongst us

… with some ninety men whom BETTMANN/CORBIS for three days we entertained and feasted.…” Edward Winslow BETTMANN/CORBIS

114 COLONIAL AMERICA: 1600–1650

COLONIAL EVENTS NUMBERS Virginia Is Number 1 ##11 THE COLONIES AT THE TIME Here’s a list of events that happened first in 1619 in Virginia. One of the facts is wrong. 1,500 Number of English Can you figure out the one that doesn’t belong? children in 1627 who were kidnapped and sent to work 1 First boatload of African slaves as servants in Virginia 2 First labor strike 3 First elected lawmakers 80% Percentage 4 First time English settlers can own land of colonists who 5 First daily newspaper died in Jamestown, Virginia, during the

6 First boatload of women who agreed to marry colonists winter of 1609–10

answer: in exchange for a ticket across the Atlantic 5 after getting so hungry they ate rats, snakes, and horsehide

Percentage of colonists POPULAR FOOD 65% Have Your Corn Cake—and Eat It Too! who could read in 1620 This New World meal is all the rage in the colonies. 2,500 Number of trees needed to build a ship the size Stir one cup of coarse cornmeal Shape the mixture into two of the Mayflower grits into three cups of water. round, flat cakes on a floured Place on stove. work surface. Simmer. Bake it in a hot oven for Remove from heat 45 minutes. when all the water is Serve warm or cold with absorbed. Let it cool. freshly churned butter.

VERBATIM NORTH WIND PICTURES WHAT PEOPLE ARE SAYING ...I found some black people about me, and I believe some were“ those who had brought me on board and had been receiving their pay.… I asked them if we were not to be eaten by those white men with horrible looks, red faces, and long hair. 0 Number of chairs set at OLAUDAH EQUIANO,” the dinner table for children — 11-year-old kidnapped from his home in what is now Nigeria only adults sat while eating and brought to America as an enslaved person, on his first day on the slave ship For pottage and puddings and custards and pies / Our 50 Number of pounds of pumpkins“ and parsnips are common supplies. We have pumpkins tobacco colonists in Virginia at morning and pumpkins at noon, / If it were not for pumpkin, / were fined if they did not go We should be undone. to church in the early 1600s ” AMERICAN FOLK SONG, a tribute to the pumpkin

115 France and Britain Clash Guide to Reading

Main Idea Reading Strategy Read to Learn Rivalry between Great Britain and Organizing Information As you read • how wars in Europe spread to the France led to a long-lasting conflict. the section, re-create the diagram American colonies. below and describe the events that • about the purpose of the Albany Key Terms led to conflict in North America. Plan of Union. Iroquois Confederacy, militia Conflict in Section Theme North America Continuity and Change American colonists and Native American groups were drawn into the clash between France and Britain. Preview of Events ✦1740 ✦1750 ✦1760 1745 1753 1754 New England troops seize George Washington sent Benjamin Franklin proposes Fort Louisbourg from France to Ohio country to protest Albany Plan of Union French actions

In 1689 England and France began competing to be the most powerful nation in Europe. This contest for power went on for generations, with only short intervals of peace. In 1758 writer Nathaniel Ames noted, “The parts of North America which may be claimed by Great Britain or France are of as much worth as either kingdom. That Powderhorn, French and Indian War fertile country to the west of the Appalachian Mountains [is the] ‘Garden of the World’!”

British-French Rivalry Britain and France had been competing for wealth for centuries. By 1700 they were two of the strongest powers in Europe. Their long rivalry aroused bitter feelings between British and French colonists in North America. As the growing population of the American colonies pushed up against French-held territory, hostility between England and France increased. At the same time, some land companies wanted to explore opportunities in the Ohio River valley. However, the French, who traded throughout the Ohio country,

116 CHAPTER 4 The Colonies Grow regarded this territory as their own. They had no North America in 1754 intention of letting British colonists share in their profitable fur trade. Hudson In the 1740s British fur traders went into the Bay Ohio country. They built a fort deep in the terri- tory of the Miami people at a place called Pick- NEW FRANCE awillany. Acting quickly, the French attacked M is s o Pickawillany and drove the British traders out of u r i M R is . s Ohio. The French then built a string of forts is s

i S p

p E along the rivers of the upper Ohio Valley, closer I i . io R N do R . R h a . O O to the British colonies than ever before. Two r L o l LOUISIANA O o C mighty powers—Great Britain and France— C 3 1 R i were headed for a showdown in North America. o Atlantic Gr and Ocean In the early 1700s, Britain had gained control e FLORIDA of Nova Scotia, Newfoundland, and the Hudson Pacific NEW SPAIN Bay region. In the 1740s French troops raided Ocean Gulf of Mexico WES towns in and New York. In response a T INDIES force of New Englanders went north and cap- tured the important French fortress at Louis- bourg on Cape Breton Island, north of Nova Scotia. Later Britain returned Louisbourg to Claimed by Britain France, much to the disgust of the New England Claimed by Spain colonists. Claimed by France SOUTH AMERICA Native Americans Take Sides The French traders and the British colonists knew that Native American help would make a difference in their struggle for North America. 1. Analyzing Information What power claimed the terri- The side that received the best trade terms from tory of Florida? 2. Region Native Americans and the most help in the war What three rivers were located within French territory ? would probably win the contest for control of North America. The French had many Native American allies. The Iroquois Confederacy Unlike the British, the French were interested The most powerful group of Native Ameri- mainly in trading for furs—not in taking over cans in the East was the Iroquois Confederacy, Native American land. The French also had gen- based in New York. When the confederacy was erally better relations with Native Americans. first formed in about 1570, it included five French trappers and fur traders often married nations—the Mohawk, Seneca, Cayuga, Onon- Native American women and followed their daga, and Oneida. Other groups later joined or customs. French missionaries traveled through were conquered by the Iroquois. the area, converting many Native Americans to The Iroquois managed to remain independent Catholicism. by trading with both the British and the French. During the wars between Great Britain and By skillfully playing the British and French France, Native Americans often helped the against each other, the Iroquois dominated the French by raiding British settlements. In 1704, area around the Great Lakes. for example, the Abenaki people joined the By the mid-1700s, however, the Iroquois came French in an attack on the British frontier out- under greater pressure as the British moved into post at Deerfield, Massachusetts, in which the Ohio Valley. Eventually the leaders of the almost 50 settlers were killed. confederacy gave certain trading rights to the

CHAPTER 4 The Colonies Grow 117 British and reluctantly became their allies. By taking this step, the Iro- quois upset the balance of power between the French and British that I Claim This Land! had been so difficult to establish. In the sixteenth century, Europeans became aware of a larger world Explaining Why around them—a world where they could claim new lands and prof- its. Soon a desire arose in England and France to conquer these lands were Native Americans more likely to help and the people in them, and a race began to be the first to make the French than help the British? those claims. American Colonists Drake Claims South and North America Take Action for England, June 1579 A group of Virginians had plans This country our general named Albion, and that for two for settling the Ohio Valley. In the fall causes; the one in respect of the white banks and cliffs, . . . that it might have some affinity [similarity], even in name also, of 1753 Governor Robert Dinwiddie with our own country, which was sometime so called. of Virginia sent a 21-year-old planter Before we went from there, our general caused to be set and surveyor named George Wash- up, a monument of our being there; as also of her majesties, ington into the Ohio country. Wash- and successors right and title to that kingdom, namely, a plate ington’s mission was to tell the of brass, fast nailed to a great and firm post; whereon is [carved] her graces name, and the day and year of our arrival French that they were trespassing on there, and of the free giving up, of the province and kingdom, territory claimed by Great Britain both by the king and people, into her majesties hands. . . . and demand that they leave. Washington delivered the mes- sage, but it did no good. “The French Sieur de St. Lusson Claims West and told me,” Washington said later, Northwest America for France, 1671 “that it was their absolute design to In the name of the Most High, Mighty, and take possession of the Ohio, and by Redoubted Monarch, Louis the Fourteenth of that name, God they would do it.” Most Christian King of France and Navarre, I take pos- session of this place, Ste. Marie of the Sault, as also of Washington’s First Command Lakes Huron and Superior, the Island of Manitoulin, and all countries, rivers, lakes, and streams . . . both In the spring of 1754, Dinwiddie those which have been discovered and those which made Washington a lieutenant may be discovered hereafter, in all their length and colonel and sent him back to the breadth, bounded on the one side by the seas of Ohio country with a militia—a the North and of the West, and on the other group of civilians trained to fight in by the South Sea: Declaring to the emergencies—of 150 men. The mili- nations thereof that from this time tia had instructions to build a fort forth they are vassals [servants] of where the Allegheny and Mononga- his Majesty, bound to obey his hela Rivers meet to form the Ohio laws and follow his customs. . . . River—the site of present-day Pitts- burgh. When Washington and his troops arrived, they found the Learning From History French were already building Fort Duquesne (doo•KAYN) on that spot. 1. How are the two accounts similar? Francis Drake 2. Why do you think these men held Washington established a small such formal ceremonies when post nearby called Fort Necessity. claiming a piece of land? Although greatly outnumbered, the

118 CHAPTER 4 The Colonies Grow forces of the inexperienced Washington attacked a French scouting party. The French surrounded Washington’s soldiers and forced them to surren- der, but the soldiers were later released and they returned to Virginia. Washington’s account of his The Albany Plan experience in the Ohio country was published, and his fame spread throughout the colonies and The Albany Plan was the first colonial constitution. Europe. In spite of his defeat, the colonists Actually it was not the first. In 1639, settlers in Connecti- cut drew up America’s first formal constitution, or char- regarded Washington as a hero who struck the ter, called the Fundamental Orders of Connecticut. This first blow against the French. document laid out a plan for government that gave the people the right to elect the governor, judges, and rep- The Albany Plan of Union resentatives to make laws. While Washington struggled with the French, representatives from New England, New York, Pennsylvania, and Maryland met to discuss the of their power. The Albany meeting failed to threat of war. In June 1754, the representatives unite the colonists to fight the French. Disap- gathered in Albany, New York. They wanted to pointed, Franklin wrote, find a way for the colonies to defend themselves Everyone cries, a union is necessary, but when against the French. They also hoped to persuade “ they come to the manner and form of the union, their the Iroquois to take their side against the French. The representatives adopted a plan suggested weak noodles [brains] are perfectly distracted.” by Benjamin Franklin. Known as the Albany Washington’s defeat at Fort Necessity marked Plan of Union, Franklin’s plan called for “one the start of a series of clashes and full-scale war. general government” for 11 of the American The colonists called it the French and Indian colonies. An elected legislature would govern War because they fought two enemies—the these colonies and would have the power to col- French and their Native American allies. lect taxes, raise troops, and regulate trade. Not a single colonial assembly approved the plan. Analyzing What was the purpose None of the colonies were willing to give up any of the Albany Plan of Union?

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Checking for Understanding Critical Thinking Analyzing Visuals 1. Key Terms Write a short paragraph 4. Analyzing Primary Sources Re-read 6. Geography Skills Study the map on that uses the terms Iroquois Confed- Benjamin Franklin’s quote on this page 117. What countries claimed eracy and militia. page. What was his reaction to the land in North America? What power 2. Reviewing Facts List two reasons colonies’ refusal to accept the Albany controlled most of what is present- the French felt threatened by British Plan of Union? day Canada? If you live in North interest in the Ohio River valley. 5. Evaluating Information Re-create America, what country controlled the diagram below and explain the the region in which you live? Reviewing Themes powers the legislature would have 3. Continuity and Change Why did under the Albany Plan. colonists consider George Washing- ton a hero, even after he was Albany Plan defeated by the French? Expository Writing Make a list of five questions that a reporter might have asked Iroquois leaders after they reluctantly sided with the British.

CHAPTER 4 The Colonies Grow 119 CriticalCritical ThinkingThinking

Understanding Cause and Effect

Why Learn This Skill? Learning the Skill You know that if you watch television instead of A cause is any person, event, or condition that completing your homework you will receive poor makes something happen. What happens as a result grades. This is an example of a cause-and-effect rela- is known as an effect. These guidelines will help you tionship. The cause—watching television instead of identify cause and effect. doing homework—leads to an effect—poor grades. • 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.

• Colonists need to grow cash Practicing the Skill crops, such as tobacco and rice. Study the cause-and-effect chart about the slave • European demand for tobacco trade on this page. Think about the guidelines and rice increases. listed above. Then answer the questions below. • Growing tobacco and rice 1 What were some causes of the development of requires large labor force. slavery in the colonies? 2 What were some of the short-term effects of enslaving Africans? • Africans are robbed of basic 3 What was the long-term effect of the develop- human rights. ment of slavery? • Population of enslaved Africans grows. • Slavery creates feelings of injustice and plants seeds of regional Applying the Skill conflict. Understanding Cause and Effect Read an account of a recent event or chain of events in your community newspaper. Determine at least one cause and one effect of that event. Show the cause-and-effect relationship in a chart.

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120 CHAPTER 4 The Colonies Grow The French and Indian War Guide to Reading

Main Idea Reading Strategy Read to Learn England and France fought for control Organizing Information As you read • how British fortunes improved after of North America. The French and the section, re-create the diagram William Pitt took over direction of Indian War resulted from this struggle. below and describe the effects these the war. events had on the conflict between • how Chief Pontiac united his peo- Key Terms France and Britain. ple to fight for their land. alliance, speculator Turning point Effect Section Theme Pitt takes charge Individual Action Victory or loss in Quebec falls war often depended on the actions of a single leader. Preview of Events ✦1750 ✦1755 ✦1760 ✦1765 1754 1758 1759 1763 French and Indian French forces driven British forces Proclamation of War begins out of Fort Duquesne capture Quebec 1763 established

“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. . . . [Y]ou ought to know that He, the Great Spirit and Master of Life, has provided food for us in these spacious lakes and on the woody mountains. . . .” These words, spoken by Chief Pontiac, served as a warning to the British colonists who wanted to take Native American lands. Native American maize mask The British Take Action During the French and Indian War, some Native Americans fought on the side of the British. Many others fought against the British. The war that raged in North America through the late 1750s and early 1760s was one part of a larger struggle between England and France for control of world trade and power on the seas. In 1754 the governor of Massachusetts announced to the colonial assembly that the French were on the way to “making themselves masters of this Continent.”

CHAPTER 4 The Colonies Grow 121 The British colonists knew that the French were Braddock Marches to Duquesne building well-armed forts throughout the Great In June 1755, Braddock set out from Virginia Lakes region and the Ohio River valley. Their net- with about 1,400 red-coated British soldiers and work of alliances, or unions, with Native Ameri- a smaller number of blue-coated colonial militia. cans allowed the French to control large areas of George Washington served as one of his aides. It land, stretching from the St. Lawrence River in took Braddock’s army several weeks to trek Canada all the way south to New Orleans. The through the dense forest to Fort Duquesne. French and their Native American allies seemed Washington reported that Braddock to be winning control of the American frontier. The final showdown was about to begin. “halted to level every mole-hill and to erect During the early stages of the French and bridges over every brook, by which means we Indian War, the British colonists fought the were four days in getting twelve miles. French and the Native Americans with little ” help from Britain. In 1754, however, the govern- Washington tried to tell Braddock that his ment in London decided to intervene in the con- army’s style of marching was not well suited to flict. It was alarmed by the new forts the French fighting in frontier country. Lined up in columns were building and by George Washington’s and rows, the troops made easy targets. Brad- defeat at Fort Necessity. In the fall of 1754, Great dock ignored the advice. Britain appointed General Edward Braddock On July 9 a combined force of Native American commander in chief of the British forces in warriors and French troops ambushed the America and sent him to drive the French out of British. The French and Native Americans were the Ohio Valley. hidden, firing from behind trees and aiming at the bright uniforms. The British, confused and frightened, could not even see their attackers. One of the survivors of Braddock’s army, Cap- History tain Orne, later described the “great confusion” Native American warriors and French troops, protected by rocks and trees, fire into General Braddock’s army, who were crammed together on a forest trail. What weakness of the British army contributed to Braddock’s defeat?

122 CHAPTER 4 The Colonies Grow In The French and Indian War, 1754–1763 Motion

80°W 60°W W OLFE Gulf of St. Lawrence Louisbourg British territory ACADIA French territory Ft. Beaus´ejour T

S Disputed territory Ft. Saint John R E H British troop movements NEW Quebec M Montreal Halifax A Super French troopke movementsior FRANCE La T S R Lake British victory E Champlain H

L M ak A Crown Point e Ft. Frontenac Atlantic °N French victory H Ft. Ticonderoga 40 u Ft. r Lake City o Ft. William Henry n Ontario OswegoH Ocean

u d Boston Fort s

o

Ft. Niagara n R N R. . e y i n r e E h e g E k e a l W L l New York City A S Ft. Duquesne BR 0 250 miles AD DO CK Ft. Necessity Alexandria 0 250 kilometers Monongahela Lambert Equal-Area projection R.

1. Movement After their victory at the French city of Quebec, in what direction did the British troops advance? Native American allies began staging raids on 2. Drawing Conclusions Why would Ft. Duquesne be a valuable fort to control? frontier farms from New York to Pennsylvania. They killed settlers, burned farmhouses and crops, and drove many families back toward the coast. French forces from Canada captured that overcame Braddock’s troops when they British forts at Lake Ontario and at Lake George. were attacked. Braddock called for an orderly retreat, “but the panic was so great he could not Pitt Takes Charge succeed.” Braddock was killed, and the battle Great Britain’s prospects in America ended in a bitter defeat for the British, who suf- improved after William Pitt came to power as fered nearly 1,000 casualties. Washington led the secretary of state and then as prime minister. An survivors back to Virginia. outstanding military planner, Pitt knew how to pick skilled commanders. He oversaw the war Britain Declares War on France effort from London. The fighting in America helped start a new war To avoid having to deal with constant argu- in Europe, known as the Seven Years’ War. After ments from the colonies about the cost of the arranging an alliance with Prussia, Britain declared war, Pitt decided that Great Britain would pay war on France in 1756. Prussia fought France and for supplies needed in the war—no matter the its allies in Europe while Britain fought France in cost. In doing so Pitt ran up an enormous debt. the Caribbean, India, and North America. After the French and Indian War, the British The first years of the war were disastrous for raised the colonists’ taxes to help pay this debt. the British and their American colonies. French Pitt had only delayed the moment when the troops captured several British forts, and their colonists had to pay their share of the bill.

CHAPTER 4 The Colonies Grow 123 Pitt wanted more than just a clear path to the Western territories. He also “If you are French . . . intended to conquer French Canada. He sent British troops to North America join us. If you are English, under the command of such energetic officers as Jeffrey Amherst and James we declare war against Wolfe. In 1758 Amherst and Wolfe led a you. Let us British assault that recaptured the fortress at Louisbourg. That same year a have your group of New Englanders, led by British officers, captured Fort Frontenac at Lake answer.” Ontario. Still another British force —Pontiac, 1763 marched across Pennsylvania and forced the French to abandon Fort Duquesne, which was renamed Fort Pitt.

Describing What abili- ties did William Pitt bring to the post of prime minister?

The Fall of New France The year 1759 brought so many British victo- ries that people said the church bells of London wore thin with joyous ringing. The British cap- tured several French islands in the West Indies The Treaty of Paris and the city of Havana in Cuba. They defeated The fall of Quebec and General Amherst’s cap- the French in India, and destroyed a French fleet ture of Montreal the following year brought the that had been sent to reinforce Canada. The fighting in North America to an end. In the Treaty greatest victory of the year, though, took place in of Paris of 1763, France was permitted to keep the heart of New France. some of its sugar-producing islands in the West Indies, but it was forced to give Canada and most The Battle of Quebec of its lands east of the Mississippi River to Great Perched high on a cliff overlooking the St. Britain. From Spain, France’s ally, Great Britain Lawrence River, Quebec, the capital of New gained Florida. In return, Spain received French France, was thought to be impossible to attack. lands west of the Mississippi River—the Louisi- In September 1759, British general James Wolfe ana Territory—as well as the port of New Orleans. found a way. The Treaty of Paris marked the end of France One of Wolfe’s scouts spotted a poorly as a power in North America. The continent was guarded path up the back of the cliff. Wolfe’s sol- now divided between Great Britain and Spain, diers overwhelmed the guards posted on the with the Mississippi River marking the bound- path and then scrambled up the path during the ary. While the Spanish and British were working night. The British troops assembled outside the out a plan for the future of North America, fortress of Quebec on a field called the Plains of many Native Americans still lived on the lands Abraham. There they surprised and defeated the covered by the European agreement. French army. James Wolfe died in the battle. The French commander, the Marquis de Montcalm, Summarizing What lands did Spain was wounded and died the next day. receive under the Treaty of Paris?

124 CHAPTER 4 The Colonies Grow Trouble on the Frontier after British troops de- HISTORY feated Pontiac’s allies, The British victory over the French dealt a the Shawnee and Dela- Student Web Activity blow to the Native Americans of the Ohio River ware people. In July 1766, Visit tarvol1.glencoe.com valley. They had lost their French allies and trad- Pontiac signed a peace and click on Chapter 4— Student Web Activities ing partners. Although they continued to trade treaty and was pardoned for an activity on the with the British, the Native Americans regarded by the British. them as enemies. The British raised the prices of French and Indian War. their goods and, unlike the French, refused to pay the Native Americans for the use of their Geography land. Worst of all, British settlers began moving The Proclamation of 1763 into the valleys of western Pennsylvania. To prevent more fighting, Britain called a halt to the settlers’ westward expansion. In the Pontiac’s War Proclamation of 1763, King George III declared Pontiac, chief of an Ottawa village near that the Appalachian Mountains were the tem- Detroit, recognized that the British settlers threat- porary western boundary for the colonies. The ened the Native American way of life. Just as proclamation angered many people, especially Benjamin Franklin had tried to bring the colonies those who owned shares in land companies. together with the Albany Plan, Pontiac wanted to These speculators, or investors, had already join Native American groups to fight the British. bought land west of the mountains. They were In the spring of 1763, Pontiac put together an furious that Britain ignored their land claims. alliance. He attacked the British fort at Detroit Although the end of the French and Indian while other war parties captured most of the War brought peace for the first time in many other British outposts in the Great Lakes region. years, the Proclamation of 1763 created friction. That summer Native Americans killed settlers More conflicts would soon arise between Britain along the Pennsylvania and Virginia frontiers in and the colonists in North America. a series of raids called Pontiac’s War. The Native Americans, however, failed to cap- Examining Why were many ture the important strongholds of Niagara, Fort colonists angered by the Proclamation of 1763? Pitt, and Detroit. The war ended in August 1765

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Checking for Understanding Critical Thinking Analyzing Visuals 1. Key Terms Use the terms alliance 4. Analyzing Information What did 6. Geography Skills Study the map of and speculator in a short paragraph the British hope to gain by issuing the French and Indian War on page to explain their meaning. the Proclamation of 1763? 123. What was the result of the battle 2. Reviewing the Facts Name the three 5. Analyzing Information What at Fort Duquesne? What route did nations that were involved in the actions do you think General Brad- British General Wolfe take to reach Seven Years’ War. dock could have taken to increase his Quebec? army’s chances of defeating the Reviewing Themes French? Re-create the diagram below 3. Individual Action How did Pontiac to organize your answer. plan to defend Native Americans from British settlers? Was his plan Other strategies and tactics successful? Geography Sketch a map showing the land claims of Great Britain, France, and Spain in North Amer- ica after the Treaty of Paris.

CHAPTER 4 The Colonies Grow 125 Reviewing Key Terms Use all the terms below in one of three paragraphs, each about one of the following: trade, farming, organization of the colonies. The Colonies Grow 1. subsistence farming 5. charter colony 2. cash crop 6. proprietary colony • Between the 1600s and early 3. export 7. import 1700s, thirteen American colonies are established— 4. mercantilism some for profit and others by religious groups seeking freedom. Reviewing Key Facts 8. Why did the colonial population grow rapidly? 9. What differences existed between the Tidewater • New England, the Middle Colonies, planters and the backcountry farmers of the South? and the Southern Colonies develop diverse economies. 10. What was the Great Awakening? 11. What immigrant groups settled in Pennsylvania? 12. How did the soil in the Middle Colonies differ from • Although many different people live in the colonies, their values and beliefs, government, and educational that in New England? What did that mean for the institutions grow out of English traditions. two regions? 13. What was the Iroquois Confederacy? • Between 1650 and 1750, Parliament 14. What was England’s reason for the Navigation Acts? passes laws regulating colonial trade. 15. What was the Enlightenment? 16. What North American land claims were the French forced to give up in the Treaty of Paris? • In 1754 the French and Indian War begins. 17. Why did the Proclamation of 1763 cause friction?

• From 1689 to 1763, France and Critical Thinking Britain fight a series of wars. 18. Comparing How did the economies of the New Eng- land and Southern Colonies differ? Re-create the chart below to answer the question. • Under the terms of the Treaty of Paris, Britain obtains control Northern economy Southern economy of much of the continent.

• North America is divided between Great Britain and Spain. 19. Drawing Conclusions Re-read the People in History feature on page 109. In what ways did Benjamin Franklin represent the Enlightenment way of thinking? 20. Determining Cause and Effect How did the French relationship with Native Americans help them in their conflicts with the British? 21. Analyzing Information Re-read the Two Viewpoints feature on page 118. Why did Drake give the name ‘Albion’ to the land?

126 HISTORY

Self-Check Quiz Visit tarvol1.glencoe.com and click on Chapter 4— Geography and History Activity Self-Check Quizzes to prepare for the chapter test. Study the map of North America in 1754 on page 117; then answer these questions. 22. What countries controlled land on the continent? National Origin of 23. What regions were under Spain’s control? Colonists, 1760 24. Who controlled the land that is now Mexico? 80°W 70°W MASS. 25. What nation controlled the Mississippi River? (District of Maine) N.H. N.Y. MASS. Practicing Skills R.I. CONN. S N PENN. Determining Cause and Effect Each of the following three I A N.J. sentences illustrates a cause-and-effect relationship. On a T 40°N N . U MD. Atlantic separate sheet of paper, identify the cause(s) and effect(s) R O DEL. Ohio M Ocean in each sentence. N A I VA. H 26. During the 1700s the population of the English colonies C A African L grew dramatically as a result of high immigration. A N.C. P Dutch P A 27. To make certain that only England benefited from trade English S.C. N with the colonies, Parliament passed the Navigation Acts. German GA. W E 28. Because worship was so central to the Puritans, they built Scotch-Irish 0 250 miles S their towns around the church. Scottish 0 250 kilometers Lambert Equal-Area projection Citizenship Cooperative Activity 29. Community Volunteers Work with a partner to make a list of places in your community that need the services of volunteers. These can include libraries, nursing homes, Standardized and day care centers. Call each place and ask what the Test Practice volunteers do, what times of the day and week they are needed, and how a volunteer can get started. Share your Directions: Use the map above to answer the following question. findings with the class. Then volunteer some of your time at one of the places you contacted. According to the map, which of the following state- ments is true? Economics Activity F The Appalachian Mountains divided North Car- 30. Working with a partner, create a map showing a trade olina and South Carolina. route that colonial merchants might use. To get started, G Virginia had the largest population. examine maps and information from your text and from H Most of Delaware’s people were English. encyclopedias and historical atlases. Include the physical J Dutch communities were widespread through- features that the colonial merchants had to face, includ- out South Carolina. ing rivers, mountains, lakes, and so on. Test-Taking Tip: Alternative Assessment Make sure that you look at the map’s title and key so 31. Portfolio Writing Activity Research and write a report in that you understand what it represents. Since the which you identify racial, ethnic, and religious groups that map does not show total population of the colonies, immigrated to the United States. Choose one group from you can eliminate answer G. the 17th century, one group from the 18th century, and one from the 19th century. Identify their reasons for immigrating.

CHAPTER 4 The Colonies Grow 127