Beruflich Dokumente
Kultur Dokumente
Grow
The
16071770
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.
1676
Bacons
Rebellion
c. 1570
Iroquois Confederacy
formed
1651
First Navigation Act
regulates colonial trade
1550
1600
1603
Tokugawa Shogunate
emerges in Japan
98
CHAPTER 4
1650
1610
Galileo observes
planets and stars
with telescope
1644
Qing Dynasty
established in
China
British
and
Colonists
The South Side of St. Johns Street by Joseph B. Smith This painting
shows a quiet neighborhood in New York City during the late 1760s.
1700s
Enslaved Africans
brought to America
Both
1754
French and
Indian War begins
c. 1740
Great Awakening
peaks
1763
Proclamation
of 1763
HISTORY
Chapter Overview
1700
1689
English Bill of
Rights signed
Visit tarvol1.glencoe.com
and click on Chapter 4
Chapter Overviews to preview chapter information.
1750
1690
Lockes Two
Treatises of
Government
1702
England and
France at war
1748
Montesquieus The
Spirit of Laws
CHAPTER 4
99
Life in the
Colonies
Guide to Reading
Main Idea
Reading Strategy
Read to Learn
Key Terms
subsistence farming, triangular
trade, cash crop, diversity, Tidewater, backcountry, overseer
Economic Development
New
England
Preview of Events
1700
Southern
Colonies
Section Theme
Economic Factors Ways of earning a
living varied among the colonies.
1750
1700s
Thousands of enslaved Africans
are brought to America
Colonial
spinning
wheel
Middle
Colonies
1750
South Carolina and Georgia have the
fastest-growing colonial economies
1800
c. 1760
New York Citys population
reaches 18,000
CHAPTER 4
098-127 C04SE-860983
1/16/04
9:24 AM
Page 101
Americas Architecture
$ Economics
101
The region also relied on fishing. New Englanders fished for cod, halibut, crabs, oysters,
and lobsters. Some ventured far out to sea to
hunt whales for oil and whalebone.
Colonial Trade
As the center of the shipping trade in America, northern coastal cities linked the northern
colonies with the Southern Colonies, and linked
America to other parts of the world. New England ships sailed south along the Atlantic coast,
trading with the colonies and with islands in the
West Indies. They crossed the Atlantic carrying
fish, furs, and fruit to trade for manufactured
goods in England and Europe.
These colonial merchant ships followed many
different trading routes. Some went directly to
England and back. Others followed routes that
came to be called the triangular trade because the
routes formed a triangle. On one leg of such a
route, ships brought sugar and molasses from the
West Indies to the New England colonies. In New
England, the molasses would be made into rum.
Next, the rum and other goods were shipped to
West Africa and traded for enslaved Africans.
Slavery was widely practiced in West Africa.
History
CHAPTER 4
60W
G oo
lasse
Mo
WEST
INDIES
ds
go
N
15
Gulf of
Mexico
Pacific
Ocean
15
S
rib
be
an
Sea
Destination
Total
427,000
224,000
West Indies
Ens
Enslaved persons
lave
d pe
rson
Rum
THE
s, go
, i r o n , t o ols
MID
ld, pep
DLE
per
PAS
SAGE
4,040,000
522,000
Guianas
531,000
Brazil
3,647,000
Europe
A F R IC A
Atlantic
Ocean
Ca
BRITISH
COLONIES
furs
igo,
d
n
i
,
Rice, tobacco
it
ru
,f
s
sse
ola
d
m
re
r,
tu
ga
c
a
Su
f
nu
ma
,
h
t
Cl o
od
N
30
Trade routes
BRITAIN
30W
175,000
103
Colonists brought traditions from their homelands. One was the display of tapestry, a heavy
fabric with a woven pattern or picture. What is
happening in this tapestry?
$ Economics
German Immigrants
Most of the nearly 100,000 German immigrants who came to America in the colonial era
settled in Pennsylvania. Using agricultural
methods developed in Europe, these immigrants became successful farmers.
The Germans belonged to a number of Protestant groups. Together with the Dutch, Swedish,
and other non-English immigrants, they gave
the Middle Colonies a cultural diversity, or variety, that was not found in New England. With
the diversity came tolerance for religious and
cultural differences.
Explaining What are cash crops?
104
CHAPTER 4
Tobacco was the principal cash crop of Maryland and Virginia. Most tobacco was sold in
Europe, where the demand for it was strong.
Growing tobacco and preparing it for sale
required a good deal of labor. At first planters
used indentured servants to work in the fields.
When indentured servants became scarce and
expensive, Southern planters used enslaved
Africans instead.
Slaveholders with large properties became
rich on tobacco. Sometimes, however, a surplus,
or extra amounts, of tobacco on the market
caused prices to fall and then the growers profits also fell. In time, some tobacco planters
switched to growing other crops such as corn
and wheat.
The main cash crop in South Carolina and
Georgia was rice. In low-lying areas along the
coast, planters built dams to create rice fields,
called paddies. These fields were flooded when
the rice was young and drained when the rice
was ready to harvest. Work in the rice paddies
involved standing knee-deep in the mud all day
with no protection from the blazing sun or the
biting insects.
CHAPTER 4
105
Slavery
Most enslaved Africans lived on plantations.
Some did housework, but most worked in the
fields and often suffered great cruelty. The large
plantation owners hired overseers, or bosses, to
keep the slaves working hard.
By the early 1700s, many of the colonies had
issued slave codes, strict rules governing the
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
people to read or write. They usually allowed
slaves to be whipped for minor offenses and
hanged or burned to death for serious crimes.
Those who ran away were often caught and
punished severely.
African Traditions
Although the enslaved Africans had strong
family ties, their families were often torn apart.
Slaveholders could sell a family member to
another slaveholder. Slaves found a source of
strength in their African roots. They developed a
culture that drew on the languages and customs
of their West African homelands.
Some enslaved Africans learned trades such
as carpentry, blacksmithing, or weaving. Skilled
workers could sometimes set up shops, sharing
106
CHAPTER 4
Banning Slavery
Slavery was first outlawed in the northern colonies.
This is not true. Slavery was first outlawed in the colony
of Georgia in 1735. Georgia eventually made slavery
legal again.
Criticism of Slavery
Although the majority of white Southerners
were not slaveholders, slavery played an important role in the economic success of the Southern
Colonies. That success, however, was built on
the idea that one human being could own
another. Some colonists did not believe in slavery. Many Puritans refused to hold enslaved
people. In Pennsylvania, Quakers and Mennonites condemned slavery. Eventually the debate
over slavery would erupt in a bloody war, pitting North against South.
Critical Thinking
4. Comparing How did farming in
New England compare with farming
in the Southern Colonies? Use a
chart like the one below to answer
the question.
Analyzing Visuals
6. Geography Skills Study the map on
page 103. What goods were traded
from the British Colonies to Great
Britain? From the West Indies to the
British Colonies?
Similarities Differences
New England
Southern Colonies
Olaudah Equiano
(c. 17501797)
Olaudah Equiano
was 11 years old
when he and
his sister were
kidnapped by
slave traders.
Olaudah was
taken to the West Indies and
sold into slavery. His life story
includes memories of his childhood in Africa. He wrote his
story after receiving the name
Gustavus Vassa from one of his
masters and buying his freedom. Published during the time
of the movement to end slavery, Equianos work became a
best-seller.
READ TO DISCOVER
This selection begins after
Olaudah has been kidnapped
and forced to endure the terrifying trip across the Atlantic
Ocean aboard a slave ship. As
you read, think about what life
must have been like for
Africans who were sold into
slavery.
READERS DICTIONARY
parcel: group
lots: groups
toil: work
ANALYZING LITERATURE
1. Recall and Interpret How did
the Africans feel as they were
being sold?
2. Evaluate and Connect Do you
think Olaudah Equiano supports
slavery? Explain.
Interdisciplinary Activity
Descriptive Writing Re-read the
excerpt and think about what it
must have been like to be separated from family members. Write
a dialogue you think might occur
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
Key Terms
Types of
colonies
Preview of Events
1630
1636
Harvard College
is established
1670
1693
College of William
and Mary is founded
Section Theme
Continuity and Change The roots of
American democracy, freedom of religion, and public education are found
in the American colonial experience.
1710
1732
Benjamin Franklin
publishes Poor
Richards Almanack
1750
c. 1740
Great Awakening sweeps
through the colonies
CHAPTER 4
CHAPTER 4
109
Great
Awakening
The
Jonathan Edwards
Citizenship
Colonial Government
The English colonists brought with them
ideas about government that had been developing in England for centuries. By the 1600s the
English people had won political liberties, such
as trial by jury, that were largely unknown elsewhere. At the heart of the English system were
two principles of government. These principleslimited government and representative
governmentgreatly influenced the development of the United States.
By the time the first colonists reached North
America, the idea that government was not allpowerful had become an accepted part of the
English system of government. The idea first
appeared in the Magna Carta that King John
was forced to sign in 1215. The Magna Carta
established the principle of limited government,
in which the power of the king, or government,
110
CHAPTER 4
was limited. This document provided for protection against unjust punishment and against
the loss of life, liberty, and property, except
according to law. ; (See page 611 of the Appendix for
excerpts from the Magna Carta.)
Charter Colonies
Connecticut and Rhode Island, the charter
colonies, were established by settlers who had
been given a charter, or a grant of rights and
privileges. These colonists elected their own
governors and the members of the legislature.
Great Britain had the right to approve the governor, but the governor could not veto the acts of
the legislature.
Thirteen Colonies
.L
aw
ren
ce R
.
ME.
(Part of
MASS.)
St
N.H. Portsmouth
nt
eO
Lak
ari
Boston
MASS. Plymouth
Providence
N.Y.
Hartford
R.I.
CONN.
N
40
New Haven
IN
PA.
MD.
HIA
Williamsburg
Jamestown
LAC
ATLaNTIC
OCEaN
PA
N.C.
New England Colonies
AP
George
Whitefield
DEL.
VA.
By the 1740s the
Great Awakening had
grown strong in the
Southern Colonies
through the influence
of traveling preachers
such as Samuel
Davies and George
Whitefield.
70W
Philadelphia
Baltimore
MO
TA
r ie
eE
k
La
UN
Middle Colonies
S.C.
GA.
Southern Colonies
Charles
Town
Savannah
200 miles
30N
200 kilometers
0
Albers Conic Equal-Area Projection
80W
Proprietary Colonies
The proprietary coloniesDelaware, Maryland, and Pennsylvaniawere ruled by proprietors. These were individuals or groups to
whom Britain had granted land. Proprietors
were generally free to rule as they wished. They
appointed the governor and members of the
upper house of the legislature, while the
colonists elected the lower house.
Royal Colonies
By the 1760s Georgia, Massachusetts, New
Hampshire, New Jersey, New York, North Carolina, South Carolina, and Virginia were royal
colonies. Britain directly ruled all royal colonies.
In each, the king appointed a governor and council, known as the upper house. The colonists
elected an assembly, called the lower house. The
Voting Rights
Colonial legislatures gave only some people a
voice in government. Generally, white men who
owned property had the right to vote; however,
most women, indentured servants, landless poor,
and African Americans could not vote. In spite
of these limits, a higher proportion of people was
involved in government in the colonies than anywhere in the European world. This strong participation gave Americans training that was
valuable when the colonies became independent.
Drawing Inferences How did the
Magna Carta affect government in the colonies?
CHAPTER 4
111
An Emerging Culture
Family Roles
Throughout the colonies, people adapted their
traditions to the new conditions of life in America. Religion, education, and the arts contributed
Colonial
Printing
Press
Life in the colonies often
revolved around local printers who produced pamphlets, small flyers, books,
and newspapers. The first
printing press in the American colonies was established by Stephen Daye
in 1639.
Type is made up of
large numbers of single
letters that can be
moved and
reused.
112
3 horizontal lever
1 paper holder
2 platen
4 type form
5 paper
Education
Most colonists valued education. Children
were often taught to read and write at home by
their parents. In New England and Pennsylvania,
in particular, school systems were set up to make
sure that everyone could read and study the
Bible. In 1647 the Massachusetts Puritans passed
a public education law. Each community with 50
or more households had to have a school supported by taxes.
By 1750, New England had a very high level of
literacy, the ability to read and write. Approximately 85 percent of the men and about half of the
women could read. Many learned to read from
The New England Primer, which combined lessons
in good conduct with reading and writing.
Many colonial schools were run by widows or
unmarried women. In the Middle Colonies, some
schools were run by Quakers and other religious
groups. In the towns and cities, craftspeople set
up night schools for their apprentices.
The Enlightenment
By the middle of the 1700s, many educated
colonists were influenced by the Enlightenment.
This movement, which began in Europe, spread
the idea that knowledge, reason, and science
could improve society. In the colonies, the Enlightenment increased interest in science. People
observed nature, staged experiments, and published their findings. The best known American
scientist was Benjamin Franklin.
Critical Thinking
4. Drawing Conclusions Why did
Andrew Hamilton defend John Peter
Zenger and free speech?
5. Determining Cause and Effect
Re-create the diagram below and
describe the effects of the Great
Awakening.
Great
Awakening
Analyzing Visuals
6. Picturing History Examine the printing press on page 112. Who established the first printing press in the
colonies? How do you think the colonists communicated their ideas before
printed material was widely used?
113
N O T E B O O K
Profile
EDWARD WINSLOW was 25 when he sailed on
the Mayflower to Massachusetts. Winslow helped
found Plymouth Colony, served as the colonys
governor three timesand still found time to sit
down to the very first Thanksgiving celebrated in
the British colonies in the fall of 1621. Heres part
of what he wrote about the first big feast:
New Pests
on the Dock
The Pilgrims had company
on the Mayflower. At least
three pests made their
first visit to the New
World on the famous
ship and decided
to stay. We hope
they wont be around
too long.
cockroaches
flies
gray rats
BETTMANN/CORBIS
INSECTS ARRIVE
BETTMANN/CORBIS
114
Virginia Is Number 1
Heres a list of events that happened first in
1619 in Virginia. One of the facts is wrong.
Can you figure out the one that doesnt belong?
#1
NUMBERS
T H E C O L O N I E S AT T H E T I M E
1,500
Number of English
children in 1627 who were
kidnapped and sent to work
as servants in Virginia
80%
answer: 5
Percentage
of colonists who
died in Jamestown,
Virginia, during the
winter of 160910
after getting so hungry they
ate rats, snakes, and horsehide
POPULAR FOOD
2,500
Number of trees
needed to build a ship the size
of the Mayflower
VERBATIM
W H AT P E O P L E A R E S AY I N G
OLAUDAH EQUIANO,
11-year-old kidnapped from his home in what is now Nigeria
and brought to America as an enslaved person,
on his first day on the slave ship
50 Number of pounds of
tobacco colonists in Virginia
were fined if they did not go
to church in the early 1600s
115
France and
Britain Clash
Guide to Reading
Main Idea
Reading Strategy
Read to Learn
Key Terms
Iroquois Confederacy, militia
Conflict in
North America
Preview of Events
1740
1750
1745
New England troops seize
Fort Louisbourg from France
Powderhorn, French
and Indian War
1753
George Washington sent
to Ohio country to protest
French actions
Section Theme
Continuity and Change American
colonists and Native American groups
were drawn into the clash between
France and Britain.
1760
1754
Benjamin Franklin proposes
Albany Plan of Union
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
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
NEW
FRANCE
ur i
sso
Mi
LO
io R
Oh
CO
Col or
ip p i R.
iss
iss
.
ado R
NIE
S
M
.
13
LOUISIANA
Ri o
Gr
Atlantic
Ocean
and
FLORIDA
NEW SPAIN
Pacific
Ocean
Gulf of
Mexico
W E ST
INDIES
Claimed by Britain
Claimed by Spain
Claimed by France
SOUTH
AMERICA
117
h America
outh and Nort
S
s
im
la
C
e
k
Dra
ne 1579
for England, Ju on, and that for two
Albi
general named
s, . . .
This country our
te banks and cliff
hi
w
e
th
of
t
,
ec
sp
re
in
en in name also
causes; the one
ity [similarity], ev
fin
af
e
m
so
ve
d.
that it might ha
metime so calle
try, which was so
be set
un
to
co
n
ed
ow
us
r
ca
l
ou
ra
with
our gene
e,
er
th
m
fro
t
aj
en
her m esties,
Before we w
there; as also of
g
in
be
r
ou
of
t
, namely, a plate
up, a monumen
to that kingdom
le
tit
d
an
ht
rig
whereon is
and successors
t and firm post;
ea
gr
a
to
d
ile
ar of our arrival
of brass, fast na
d the day and ye
an
e,
m
na
es
ac
and kingdom,
[carved] her gr
, of the province
up
ng
vi
gi
e
fre
e
ties hands. . . .
there, and of th
, into her majes
le
op
pe
d
an
ng
both by the ki
Sieur de St. Lu
sson Claims Wes
t and
Northwest Amer
ica for France,
In the name of the
1671
Most High
, Mighty, and
Redoubted Monar
ch, Louis the Four
teenth of that nam
Most Christian King
e,
of France and Nava
rre, I take possession of this plac
e, Ste. Marie of th
e Sault, as also of
Lakes Huron and
Superior, the Islan
d of Manitoulin,
and all countries,
rivers, lakes, and
streams . . . both
those which have
been discovered an
d those which
may be discovered
hereafter, in all th
ei
r length and
breadth, bounded
on the one side by
the seas of
the North and of th
e West, and on th
e other
by the South Sea:
Declaring to the
nations thereof th
at from this time
forth they are vass
als [servants] of
his Majesty, boun
d to obey his
laws and follow hi
s customs. . . .
Francis Drake
118
CHAPTER 4
American Colonists
Take Action
A group of Virginians had plans
for settling the Ohio Valley. In the fall
of 1753 Governor Robert Dinwiddie
of Virginia sent a 21-year-old planter
and surveyor named George Washington into the Ohio country. Washingtons mission was to tell the
French that they were trespassing on
territory claimed by Great Britain
and demand that they leave.
Washington delivered the message, but it did no good. The French
told me, Washington said later,
that it was their absolute design to
take possession of the Ohio, and by
God they would do it.
n
The Albany Pla
The Albany Plan was the first colonial constitution.
Actually it was not the first. In 1639, settlers in Connecticut drew up Americas first formal constitution, or charter, called the Fundamental Orders of Connecticut. This
document laid out a plan for government that gave the
people the right to elect the governor, judges, and representatives to make laws.
Critical Thinking
4. Analyzing Primary Sources Re-read
Benjamin Franklins quote on this
page. What was his reaction to the
colonies refusal to accept the Albany
Plan of Union?
5. Evaluating Information Re-create
the diagram below and explain the
powers the legislature would have
under the Albany Plan.
Albany Plan
Analyzing Visuals
6. Geography Skills Study the map on
page 117. What countries claimed
land in North America? What power
controlled most of what is presentday Canada? If you live in North
America, what country controlled
the region in which you live?
119
Critical Thinking
Population of enslaved
Africans grows.
Slavery creates feelings
of injustice and plants
seeds of regional
conflict.
120
CHAPTER 4
The French
and Indian War
Guide to Reading
Main Idea
Reading Strategy
Read to Learn
Key Terms
alliance, speculator
Turning point
Effect
Preview of Events
1750
1755
1754
French and Indian
War begins
Section Theme
Individual Action Victory or loss in
war often depended on the actions
of a single leader.
1760
1758
French forces driven
out of Fort Duquesne
1765
1759
British forces
capture Quebec
1763
Proclamation of
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
121
History
122
CHAPTER 4
60W
WOLF
E
Gulf of
St. Lawrence
French territory
British victory
Lak
AMHE
RS
NEW Montreal
FRANCE
T
uro
Alleg
he
ny
Ft. Duquesne
Ft. Necessity
R.
4 0
Atlantic
Ocean
N
ie
Huds o n R
La
Er
ke
Halifax A
Lake
Champlain
Crown Point
Ft. Ticonderoga
Ft.
Lake
Ft. William Henry
Oswego
Ontario
Boston
Ft. Niagara
Ft. Frontenac
ST
Ft. Beausejour
Ft. Saint John
Quebec
ER
Disputed territory
British troop movements
Superio
French troop
r
a k e movements
French victory
City
Fort
Louisbourg
ACADIA
British territory
W
S
BR
AD
DO
CK
Alexandria
Monongahela
R.
250 miles
250 kilometers
0
Lambert Equal-Area projection
123
Describing What abilities did William Pitt bring to the post of prime
minister?
CHAPTER 4
Pontiacs War
Pontiac, chief of an Ottawa village near
Detroit, recognized that the British settlers threatened the Native American way of life. Just as
Benjamin Franklin had tried to bring the colonies
together with the Albany Plan, Pontiac wanted to
join Native American groups to fight the British.
In the spring of 1763, Pontiac put together an
alliance. He attacked the British fort at Detroit
while other war parties captured most of the
other British outposts in the Great Lakes region.
That summer Native Americans killed settlers
along the Pennsylvania and Virginia frontiers in
a series of raids called Pontiacs War.
The Native Americans, however, failed to capture the important strongholds of Niagara, Fort
Pitt, and Detroit. The war ended in August 1765
HISTORY
Student Web Activity
Visit tarvol1.glencoe.com
and click on Chapter 4
Student Web Activities
for an activity on the
French and Indian War.
Geography
Critical Thinking
4. Analyzing Information What did
the British hope to gain by issuing
the Proclamation of 1763?
5. Analyzing Information What
actions do you think General Braddock could have taken to increase his
armys chances of defeating the
French? Re-create the diagram below
to organize your answer.
Analyzing Visuals
6. Geography Skills Study the map of
the French and Indian War on page
123. What was the result of the battle
at Fort Duquesne? What route did
British General Wolfe take to reach
Quebec?
125
Critical Thinking
18. Comparing How did the economies of the New England and Southern Colonies differ? Re-create the chart
below to answer the question.
Northern economy
Southern economy
HISTORY
Self-Check Quiz
National Origin of
Colonists, 1760
80W
70W
MASS.
(District of Maine)
N.H.
N.Y.
MASS.
Practicing Skills
S
A IN
UNT
PENN.
IAN
Oh i o
N.J.
MD. DEL.
MO
R.
40N
CH
LA
African
PA
N.C.
Dutch
English
S.C.
GA.
0
Atlantic
Ocean
VA.
AP
R.I.
CONN.
250 miles
250 kilometers
0
Lambert Equal-Area projection
German
Scotch-Irish
Scottish
Economics Activity
30. Working with a partner, create a map showing a trade
route that colonial merchants might use. To get started,
examine maps and information from your text and from
encyclopedias and historical atlases. Include the physical
features that the colonial merchants had to face, including rivers, mountains, lakes, and so on.
Standardized
Test Practice
Directions: Use the map above to
answer the following question.
According to the map, which of the following statements is true?
The Appalachian Mountains divided North Carolina and South Carolina.
G Virginia had the largest population.
H Most of Delawares people were English.
J Dutch communities were widespread throughout South Carolina.
F
Test-Taking Tip:
Alternative Assessment
31. Portfolio Writing Activity Research and write a report in
which you identify racial, ethnic, and religious groups that
immigrated to the United States. Choose one group from
the 17th century, one group from the 18th century, and one
from the 19th century. Identify their reasons for immigrating.
Make sure that you look at the maps title and key so
that you understand what it represents. Since the
map does not show total population of the colonies,
you can eliminate answer G.
CHAPTER 4
127