MERCANTILISM Was British Mercantile Policy a Causal Factor in the American Revolution?
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Action-Reaction … the Road to Revolution
Name:____________________________________ Class Period:_____ Action-Reaction … The Road to Revolution APUSH Guide for American Pageant chapter 7 & 2nd half of AMSCO chapter 4 (and a bit from chapter 8 Pageant and chapter 5 AMSCO) Directions Print document and take notes in the spaces provided. Read through the guide before you begin reading the chapter. This step will help you focus on the most significant ideas and information And as you read. Purpose These notes are not “hunt and peck” or “fill in the blank” notes. Think of this guide as a place for reflections and analysis using your noggin (thinking skills) and new knowledge gained from the reading. Mastery of the course and AP exam await all who choose to process the information as they read/receive. To what extent was America a revolutionary force from the first days of European discovery? Assessment: __________________________ Small extent? Large extent? Evidence to support your assessment: Evidence to support the opposing view: 1. 1. 2. 2. 3. 3. Explain the impact of the following statement in terms of America. “Distance weakens authority; great weakness weakens authority greatly.” The Impact of Mercantilism Explain how Americans were supposed to ensure Britain’s economic and naval supremacy. What impact did this have on colonists? What was the problem with having no banks in the colonies? How did Parliament respond to colonies issuing paper money? How did English policy regarding its North American colonies change after the French and Indian War, Pontiac’s Rebellion, and the Proclamation of 1763? From Salutary Neglect to…. For each of the items listed below, identify the Before the actual war of the Revolution Action (English purpose/goal) and the could begin, there had to be a Reaction of the colonists. -
AMERICAN REVOLUTIONREVOLUTION Thethe Enlightenmentenlightenment Thethe Ageage Ofof Reasonreason
AMERICANAMERICAN REVOLUTIONREVOLUTION TheThe EnlightenmentEnlightenment TheThe AgeAge ofof ReasonReason ▶ 1650-1800 ▶ Laws of Nature applied to society ▶ Rationalism . “Dare to know! Have the courage to use your own reason!” – Immanuel Kant ▶ Liberalism ▶ Deism . “The Clockmaker” . Absent of human affairs TheThe EnlightenmentEnlightenment JohnJohn LockeLocke ▶ Second Treatise on Government . “The state of nature has a law of nature to govern it, which obliges every one: and reason, which is that law, teaches all mankind … that, being all equal and independent, no one ought to harm another in his life, health, liberty, or possessions” . “Men being, as has been said, by nature, all free, equal, and independent, no one can be put out of this estate, and subjected to the political power of another, without his own consent.” . “Whensoever therefore the legislative shall transgress this fundamental rule of society; and either by ambition, fear, folly or corruption, endeavour to grasp themselves, or put into the hands of any other, an absolute power over the lives, liberties, and estates of the people; by this breach of trust they forfeit the power the people had put into their hands for quite contrary ends, and it devolves to the people, who have a right to resume their original liberty, and, by the establishment of a new legislative, (such as they shall think fit) provide for their own safety and security, which is the end for which they are in society.” TheThe EnlightenmentEnlightenment AdamAdam SmithSmith ▶ An Inquiry into the Nature and Causes of the Wealth of Nations ▶ Laissez-faire . Free trade ▶ “the invisible hand” ▶ Three Laws . More production from self- interest . -
Chapter 3 America in the British Empire
CHAPTER 3 AMERICA IN THE BRITISH EMPIRE The American Nation: A History of the United States, 13th edition Carnes/Garraty Pearson Education, Inc., publishing as Longman © 2008 THE BRITISH COLONIAL SYSTEM n Colonies had great deal of freedom after initial settlement due to n British political inefficiency n Distance n External affairs were controlled entirely by London but, in practice, the initiative in local matters was generally yielded to the colonies n Reserved right to veto actions deemed contrary to national interest n By 18 th Century, colonial governors (except Connecticut and Rhode Island) were appointed by either the king or proprietors Pearson Education, Inc., publishing as Longman © 2008 THE BRITISH COLONIAL SYSTEM n Governors n executed local laws n appointed many minor officials n summoned and dismissed the colonial assemblies n proposed legislation to them n had power to veto colonial laws n They were also financially dependent on their “subjects” Pearson Education, Inc., publishing as Longman © 2008 THE BRITISH COLONIAL SYSTEM n Each colony had a legislature of two houses (except Pennsylvania which only had one) n Lower House: chosen by qualified voters, had general legislative powers, including control of purse n Upper House: appointed by king (except Massachusetts where elected by General Court) and served as advisors to the governor n Judges were appointed by king n Both judges and councilors were normally selected from leaders of community n System tended to strengthen the influence of entrenched colonials n Legislators -
A New Nation Struggles to Find Its Footing: Power Struggles, 1789-1804
Laws/Acts and events by the British Parliament which stress the colonies Emerging themes from this era . Navigation Act of 1660 requires exclusive use of English ships for trade in ➢ Colonial autonomy v. Crown-sanctioned oversight the English colonies and limits exports of tobacco and sugar and other ➢ To what extent should one attempt to regulate or dominate the other? commodities to England or its colonies. ➢ Two economic tensions emerged, both of which were stimulated by the ➢ This is the first of a series of Acts which were designed to direct most progression of the Acts: American trade to England; this is how the Crown strove to encourage ➢ Supply/demand economics practices which supported Mercantilism! ➢ Protectionism of English goods Navigation Act of 1673 (aka ‘Act for the Encouragement of Trade’) set up ➢ Territorial issues (as an extension of big powers rivalry) the office of customs commissioner in the colonies to collect duties/taxes on ➢ Competing territorial claims (British, French, Spanish, Dutch, goods which pass between colonial plantations. Native Americans, etc) which manifested themselves in conflict. 1681, Edmond Andros (Governor of province of NY and the Jersey’s since ➢ The idea begins to emerge in England that the colonies were not doing 1674) charged with dishonesty and favoritism in the collection of revenues. their share to help the mother country materialistically, nor to protect Circa.1686, King James II of England begins consolidating the colonies of it economically; in other words, the colonies were starting to be a New England into a single dominion, depriving the colonists of their local financial drain on England. -
Introducing America
CHAPTER 1 INTRODUCING AMERICA (PRE-1754) PAGES SAMPLE CHAPTER OVERVIEW PAGES SAMPLE PAGES SAMPLE INTRODUCTION The story of the United States began in Europe, with competition among imperial powers to settle the great landmass of North America. From the 1500s onwards the wealthy but land-strapped kingdoms of Europe – England, France, Spain, Holland and Portugal – became aware of the economic and strategic potential of this bountiful new continent across the Atlantic. Explorers, settlers, conquistadors,1 captains, merchants and speculators braved perilous sea voyages into the unknown to plant their flag in a land they knew little about. By the late 1600s, several European powers had claimed their own piece of North America, leading to territorial competition and nationalist tensions. For a time it seemed as if this ‘new world’ might develop as a mirror of the old, divided Europe. Arguably the strongest of these imperial powers was Great Britain. Britain’s African American slave military strength, naval dominance and mastery of trade gave it the edge in being sold. matters of empire; this was reflected in the claim that ‘Britons … never will be slaves!’2 in the popular anthem Rule, Britannia! The true purpose of British imperialism, however, was not to conquer or rule but to make money. London maintained the colonies as a valuable source of raw materials and a market for manufactured products. Most imperial legislation was therefore concerned with the regulation of trade. By the mid-1760s, British America had evolved into a remarkably independent colonial system. Under a broad policy of ‘salutary A questionable neglect’, each of the thirteen colonies had become used to a significant degree representation of of self-government. -
Philipp Robinson Roessner MA FSA Scot
SCOTTISH FOREIGN TRADE TOWARDS THE END OF THE PRE- INDUSTRIALPERIOD, 1700-1760 Philipp Robinson Roessner MA FSA Scot PhD The University of Edinburgh 2007 312 PART II: SCOTTISH-GERMAN TRADE, 1700-1770: A CASESTUDY 7.1 Embeddedness of Early Modern Scottish-GermanTrade 313 7 Scottish Trade with Germany, 1700-1770: The Macro-Picture 7.1 The Embeddedness of Early Modern Scottish-German Trade So far the structure, trends and fluctuations in the Scottish trade volume between 1700 and 1760, the last decades of Scotland's pre-industrial period, have been discussed. It could be shown that after 1730, trade levels began to expand significantly, probably matching or surpassing all growth rates realized during previous decades, if not centuries. Scotland underwent her own "commercial revolution", yet on terms decidedly different from England. Overseas trade levels tripled between 1700 and 1760. But trade levels remained small, both in comparison to England, as well as in relation to Scotland's national income. Trade was furthermore biased towards the importation and re-exportation of colonial foodstuffs, particularly tobacco. This peculiar Scottish trading pattern was conditioned by the structure of the domestic economy and the inclusion of Scottish ports and merchants into the English commercial empire (Navigation Acts). On the one hand, the Scottish manufacturing base was weak. The domestic economy neither exported particularly large amounts and shares of her production, nor was it heavily reliant upon imports from overseas.Accordingly, average imports of tobacco, sugar and rum from the Americas far outpacedyearly averagedomestic exports of linen, woollen, leather and other manufactures to that region. -
Causes of the American Revolution
Chapter 1 Have you ever wondered how we ended up with this great country? Well it. All came about about because of the American revolution. There were several causes to the American Revolution including the French and Indian war,(aka the seven years of war) acts and taxes, the colonists rebelling more acts, more acts from king George , and the British military being activated please keep reading to find out why we entered this important war. The first thing that started the chain of events that lead to the American revolution was the French and Indian war the French and Indian war lasted from 1756-1763 and started because of a territorial dispute over the Ohio River valley. The British ended up winning (which gave them all the land to the Mississippi River), but was deeply in debt. After the French and Indian war, the king raised taxes and passed several acts that made the colonists angry there were several act including the stamp act,quartering act,Townshend act,navigation act, and sugar act the stamp act made colonists pay extra taxes fall all paper products with stamps! In 1767 raised taxes on lead, paint, paper, glass, and tea. The Navigation act said that colonists could only buy goods from Britain. Finally the sugar act put taxes on sugar. All of the taxes and acts made the colonists angry.they were very angry because they had no choice. A group of people became very important during this time called the sons of Liberty. This group of influential people lead the patriots, the colonists against King George III. -
CHAINING the HUDSON the Fight for the River in the American Revolution
CHAINING THE HUDSON The fight for the river in the American Revolution COLN DI Chaining the Hudson Relic of the Great Chain, 1863. Look back into History & you 11 find the Newe improvers in the art of War has allways had the advantage of their Enemys. —Captain Daniel Joy to the Pennsylvania Committee of Safety, January 16, 1776 Preserve the Materials necessary to a particular and clear History of the American Revolution. They will yield uncommon Entertainment to the inquisitive and curious, and at the same time afford the most useful! and important Lessons not only to our own posterity, but to all succeeding Generations. Governor John Hancock to the Massachusetts House of Representatives, September 28, 1781. Chaining the Hudson The Fight for the River in the American Revolution LINCOLN DIAMANT Fordham University Press New York Copyright © 2004 Fordham University Press All rights reserved. No part of this publication may be reproduced, stored ii retrieval system, or transmitted in any form or by any means—electronic, mechanical, photocopy, recording, or any other—except for brief quotation: printed reviews, without the prior permission of the publisher. ISBN 0-8232-2339-6 Library of Congress Cataloging-in-Publication Data Diamant, Lincoln. Chaining the Hudson : the fight for the river in the American Revolution / Lincoln Diamant.—Fordham University Press ed. p. cm. Originally published: New York : Carol Pub. Group, 1994. Includes bibliographical references and index. ISBN 0-8232-2339-6 (pbk.) 1. New York (State)—History—Revolution, 1775-1783—Campaigns. 2. United States—History—Revolution, 1775-1783—Campaigns. 3. Hudson River Valley (N.Y. -
The American Revolution Presentation
The American Revolution Trade and Navigation Acts The Navigation Acts were designed to protect English shipping. ! They became a great source of irritation between England and the American colonies because Britain had been allowing the colonies to basically run their own affairs. ! This type of colonial rule is called salutary neglect. Navigation Act of 1651 Navigation Act of 1696 Goal: eliminate Dutch competition from colonial trading routes Created system of admiralty courts to enforce trade regulations Required all crews on English ships to be at least 1/2 English in and punish smugglers nationality Customs officials were given power to issue writs of assistance Most colonial goods had to be carried on English or colonial to board ships to search for smuggled goods ships ! ! Woolens Act of 1699 Navigation Act of 1660 Prohibited colonial export of woolen cloth to prevent Required the Master and 3/4 of English ship crews to be English competition with English producers Created a list of "enumerated goods” that could only be shipped ! to England or an English colony Hat Act of 1732 included tobacco, sugar, rice Prohibited export of colonial-produced hats to any country other ! than England Staple Act of 1663 ! Required all goods shipped from Africa, Asia, or Europe to the Molasses Act of 1733 American colonies to land in England before being shipping to All non-English molasses imported to an English colony was America heavily taxed in order to encourage importation of British West ! Indian molasses Plantation Duty Act of 1673 ! Created -
The Americans
UUNNIITT AmericanAmerican BeginningsBeginnings CHAPTER 1 Three Worlds Meet toto 17831783 Beginnings to 1506 CHAPTER 2 The American Colonies Emerge 1492–1681 CHAPTER 3 The Colonies Come of Age 1650–1760 CHAPTER 4 The War for Independence 1768–1783 UNIT PROJECT Letter to the Editor As you read Unit 1, look for an issue that interests you, such as the effect of colonization on Native Americans or the rights of American colonists. Write a letter to the editor in which you explain your views. Your letter should include reasons and facts. The Landing of the Pilgrims, by Samuel Bartoll (1825) Unit 1 1 View of Boston, around 1764 1693 The College of William and 1651 English Parliament 1686 James II creates Mary is chartered passes first of the the Dominion of New in Williamsburg, Navigation Acts. England. Virginia. AMERICAS 1650 1660 1670 1680 1690 1700 WORLD 1652 Dutch settlers 1660 The English 1688 In England the Glorious establish Cape Town monarchy is restored Revolution establishes the in South Africa. when Charles II supremacy of Parliament. returns from exile. 64 CHAPTER 3 INTERACT WITH HISTORY The year is 1750. As a hard-working young colonist, you are proud of the prosperity of your new homeland. However, you are also troubled by the inequalities around you—inequalities between the colonies and Britain, between rich and poor, between men and women, and between free and enslaved. How can the colonies achieve equality and freedom? Examine the Issues • Can prosperity be achieved without exploiting or enslaving others? • What does freedom mean, beyond the right to make money without government interference? RESEARCH LINKS CLASSZONE.COM Visit the Chapter 3 links for more information related to The Colonies Come of Age. -
Ch. 3 Section 4: Life in the English Colonies Colonial Governments the English Colonies in North America All Had Their Own Governments
Ch. 3 Section 4: Life in the English Colonies Colonial Governments The English colonies in North America all had their own governments. Each government was given power by a charter. The English monarch had ultimate authority over all of the colonies. A group of royal advisers called the Privy Council set English colonial policies. Colonial Governors and Legislatures Each colony had a governor who served as head of the government. Most governors were assisted by an advisory council. In royal colonies the English king or queen selected the governor and the council members. In proprietary colonies, the proprietors chose all of these officials. In a few colonies, such as Connecticut, the people elected the governor. In some colonies the people also elected representatives to help make laws and set policy. These officials served on assemblies. Each colonial assembly passed laws that had to be approved first by the advisory council and then by the governor. Established in 1619, Virginia's assembly was the first colonial legislature in North America. At first it met as a single body, but was later split into two houses. The first house was known as the Council of State. The governor's advisory council and the London Company selected its members. The House of Burgesses was the assembly's second house. The members were elected by colonists. It was the first democratically elected body in the English colonies. In New England the center of politics was the town meeting. In town meetings people talked about and decided on issues of local interest, such as paying for schools. -
The Navigation Acts and Colonial Massachusetts Industry
Loyola University Chicago Loyola eCommons Master's Theses Theses and Dissertations 1955 The aN vigation Acts and Colonial Massachusetts Industry William O. Madden Loyola University Chicago Recommended Citation Madden, William O., "The aN vigation Acts and Colonial Massachusetts ndusI try" (1955). Master's Theses. Paper 1137. http://ecommons.luc.edu/luc_theses/1137 This Thesis is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Master's Theses by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1955 William O. Madden THE NAVIGATION ACTS AND COLONIAL MASSACHUSETTS INDUSTRr bl William O. Madden, S.J. A Th•• ie Submitted to the Facultl of the Graduate School of LOlo1a Unlveraltl in Partial Fulfl1laent of the Requirements for the Degree of Malter of Arts Januarr 19S5 LIP'.B Wllllam O. Madden, a.J., waa born at Chicago" Illlnols" Maroh 11, 1926. He was graduated trom Ouaplon Hlgb. Sohool, Pralrle du Chien, Wisconsln, In Mal' ~ 1944. In JUDe of' the same 7eal' he entered the lovltlate ot the Sacred Heart, Mlltord, Ohio, an attlliate ot Xavier Unlversltl'. In th. summer ot 1948 he was tran.terred to We.t Baden College, We.t Baden Springs, Indiana, an attil!ate ot L0l'ola Univers!tl', where he pursued cour.e. in philo.oph, and hiator;y. He received his degree ot Bachelor of' Art. In Latin 1n Februar;y, 1949.