America: Pathways to the Present

Chapter 3

Growth of the American Colonies

(16891754)
Copyright 2005 by Pearson Education, Inc., publishing as Prentice Hall, Upper Saddle River, New Jersey. All rights reserved.

America: Pathways to the Present

Chapter 3: Growth of the American Colonies (16891754)

Section 1: An Empire and Its Colonies Section 2: Life in Colonial America Section 3: African Americans in the Colonies Section 4: Emerging Tensions

Copyright 2005 by Pearson Education, Inc., publishing as Prentice Hall, Upper Saddle River, New Jersey. All rights reserved.

An Empire and Its Colonies

Chapter 3, Section 1

How did the English Civil War affect the development of the colonies? How did mercantilism influence Englands colonial laws and foreign policy? What was Britains colonial policy in the early 1700s? What farming, trade, and settlement patterns defined the diverse economies of the colonies?

The English Civil War

Chapter 3, Section 1

Englands Parliament was made up of representatives of the people. It had the power to make laws and approve new taxes. King Charles I demanded money from towns and cities without Parliaments consent. Parliament saw this as an attempt to limit its power and the rights of English property owners. Parliaments forces defeated and executed King Charles in 1649. The leader of Parliament, Oliver Cromwell, governed England until his death in 1659. In 1660, Parliament restored the monarchy by placing Charles II, the son of Charles I, on the throne.

Mercantilism
Chapter 3, Section 1

Theory of Mercantilism Effects on War and Effects on Trade Laws Anger in the Colonies Politics A country should try The Navigation Act European countries Colonists resented to get and keep as fought over territory Jamess grab for tightened English much bullion, or gold and trade routes. power. They were control over colonial and silver, as angry with the trade by requiring the British rulers possible. tightened controls governor of the colonies to sell To achieve this, a over the American Dominion that certain goods only to countrys balance of colonies. King James James had England. II tried to take direct appointed. When trade, or the If colonists wanted to control over New York Parliament replaced difference between sell goods to other and New England by James II with his imports and exports, parts of the world, creating the Dominion daughter Mary and should show more they had to pay a of New England. her husband William exports than imports. duty, or tax, on it. of Orange, New England citizens rebelled and ended the Dominion.

Britains Colonial Policy in the Early 1700s

Chapter 3, Section 1

Origins of Self-Government In theory, the royal governors of the colonies had great power. In reality, the colonial legislatures held the most power. They created and passed laws regarding defense and taxation. They set salaries for royal officials and influenced appointments of local officials.

Salutary Neglect Britain allowed its colonies more freedom to govern themselves than other European nations did. This British policy, known as salutary neglect, had three causes: England had a long tradition of strong local government and weak central power. British government lacked the resources to enforce its wishes. Britain gave the colonies freedom because the existing economy and politics served the British interests.

Diverse Colonial Economies

Chapter 3, Section 1

Southern Colonies This economy was based on staple cropscrops that are in constant demand. Staple crops included tobacco and rice, both grown on large plantations worked by slaves.

Middle Colonies The economy of the Middle Colonies was a mixture of farming and commerce. Rich, fertile soil produced wheat, barley, and rye. New York and Philadelphia supported the business of merchants, traders, and craftspeople.

New England Colonies The New England economy relied on carrying trade. Merchants carried crops and goods from one place to another. The business of trading goods between the Americas, Europe, and Africa, was called triangular trade.

An Empire and Its Colonies - Assessment

Chapter 3, Section 1

Under the theory of mercantilism, a countrys balance of trade should show (A) more imports than exports. (B) a balance of imports and exports. (C) more exports than imports. (D) an even number of trades. Which of these was not considered a staple crop in the 1700s? (A) tobacco (B) rice (C) wool (D) wheat

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An Empire and Its Colonies - Assessment

Chapter 3, Section 1

Under the theory of mercantilism, a countrys balance of trade should show (A) more imports than exports. (B) a balance of imports and exports. (C) more exports than imports. (D) an even number of trades. Which of these was not considered a staple crop in the 1700s? (A) tobacco (B) rice (C) wool (D) wheat

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Life in Colonial America

Chapter 3, Section 2

How was colonial society organized? Why was wealth in land important? What were some common trades and occupations in the colonies? What rights and responsibilities did colonial women have? What was the nature of work and education in the colonies?

Colonial Society
Chapter 3, Section 2

American colonists brought many ideas and customs from Europe. Most colonists believed: The wealthy were superior to the poor. Men were superior to women. Whites were superior to blacks. The differences between social ranks could be seen in colonial clothes, houses, and manners. Ordinary people wore dresses or plain pants and shirts. Gentry (gentle folk ) wore wigs, silk stockings, lace cuffs, and the latest fashions. Gentry men and women wealthy enough to hire others to work for them

Wealth in Land
Chapter 3, Section 2

For English colonists, land was the foundation for real wealth. Most landowners were white men. In the 1700s, gentry built mansions to display their wealth and filled them with fine furniture, silver, and porcelain. In each colony, a small group of elite, landowning men dominated politics.

Trades and Occupations

Chapter 3, Section 2

Artisans

Young boys became apprentices, individuals placed under a legal contract to work for another person in exchange for learning a trade. Artisans made silver products, cabinets, tinware, pottery, and glassware. Colonial printers were considered vital because they gathered and circulated local news and information. Benjamin Franklin, one of Americas most famous printers, published Poor Richards Almanac. An almanac is a book containing information such as calendars, weather predictions, and advice. Farms in the colonies varied in size from large cash-crop plantations in the South to small, self-supporting farms in the Middle and New England Colonies. Fish was dried, salted, and shipped out from harbor cities. Fishing became a strong industry and promoted the growth of shipbuilding. Many immigrants came to the colonies as indentured servants.

Printers

Farmers

Fishermen

Indentured Servants

Colonial Women
Chapter 3, Section 2

Women and the Law Under English common law, a husband had complete control over his wife. Women could not Own property. Vote. Hold office. Serve on a jury. Husbands were allowed to beat their wives.

Womens Duties Cooking Gardening Washing Cleaning Weaving cloth Sewing Assisting other women in childbirth Training daughters to do all of the above

The Nature of Work

Chapter 3, Section 2

The goal of the colonial household was to be self-sufficient. Everyone in the household worked to produce food and goods. Men grew crops, or made goods like shoes, guns, and candles. Women ran the household and assisted with the crops. Children helped both parents. Self-sufficient able to make everything needed to maintain itself

Colonial Education
Chapter 3, Section 2

During colonial times, children received very little formal education. Because Puritans believed everyone should be able to read the Bible, the New England Colonies became early leaders in the development of public education. In 1647, Massachusetts passed a law requiring towns to set up grammar schools for boys. Girls were expected to learn from their mothers at home. Generally, only the wealthy attended college, where they trained to be lawyers or ministers. Harvard, Yale, and William and Mary were the only three colleges in the colonies until the 1740s.

Life in Colonial America - Assessment

Chapter 3, Section 2

Gentle folk was a colonial term for (A) ministers. (B) the gentry. (C) senior citizens. (D) midwives. Which of these would not be found in an almanac? (A) Calendars (B) Weather predictions (C) News stories (D) Wise sayings

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Life in Colonial America - Assessment

Chapter 3, Section 2

Gentle folk was a colonial term for (A) ministers. (B) the gentry. (C) senior citizens. (D) midwives. Which of these would not be found in an almanac? (A) Calendars (B) Weather predictions (C) News stories (D) Wise sayings

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African Americans in the Colonies

Chapter 3, Section 3

What was the Middle Passage? How did the experience of slavery differ from colony to colony? What restrictions did free blacks face? How did laws attempt to control slaves and prevent revolts?

The Middle Passage

Chapter 3, Section 3

The Middle Passage was one leg of the triangular trade between the Americas, Europe, and Africa. This term also refers to the forced transport of slaves from Africa to the Americas. Roughly 10 to 40 percent of Africans on slave trips died in the crossing. Slaves were beaten and had to endure chains; heat; and cramped, unsanitary conditions. Occasionally enslaved Africans staged a mutiny, or revolt, on the slave ships. Many of these were successful.

Slavery in the Colonies

Chapter 3, Section 3

South Carolina and Georgia High temperatures and disease made slave conditions especially harsh in this region. African Americans made up the majority of the population in South Carolina and more than one third of Georgias population. Southern slaves kept their culture alive through their speech, crafts, and music. Virginia and Maryland Slaves in Virginia and Maryland made up a minority of the population. Few of those slaves came directly from Africa. Slaves had other tasks in addition to growing crops. There was more integration of European American and African American cultures than in South Carolina and Georgia. To save money, slaveowners encouraged slaves to have families. New England and the Middle Colonies There were far fewer slaves in New England and the Middle Colonies than in the South. Slaves had more freedom to choose their occupations. Slaves in this region typically worked as cooks, housekeepers, and personal servants. They also worked as skilled artisans, dockworkers, merchant sailors, fishermen, whalers, privateers, lumberjacks, and in manufacturing.

Estimated African American Population, 16901750

Chapter 3, Section 3

Year 1690 1700 1710 1720 1730 1740 1750

New England Colonies 950 1,680 2,585 3,956 6,118 8,541 10,982

Middle Colonies 2,472 3,661 6,218 10,825 11,683 16,452 20,736

Southern Colonies 13,307 22,476 36,063 54,058 73,220 125,031 204,702

SOURCE: Historical Statistics of the United States, Colonial Times to 1970

Free Blacks
Chapter 3, Section 3

Slaves that earned money as artisans or laborers had the possibility of saving enough to purchase their freedom. Free African Americans did the same kind of work as enslaved African Americans, but were often worse off economically and socially. Free blacks faced poorer living conditions and more discrimination than slaves who were identified with specific white households. Free blacks could not vote, testify in court, or marry whites.

Laws and Revolts

Chapter 3, Section 3

Laws Slaves could not go aboard ships or ferries, or leave the town limits without a written pass. Slaves could be accused of crimes ranging from owning hogs or carrying canes to disturbing the peace or striking a white person. Punishments included whipping, banishment to the West Indies, and death.

Revolts In the Stono Rebellion, several dozen slaves in South Carolina killed more than 20 whites. The rebels were captured and killed. New York City had slave rebellions in 1708, 1712, and 1741. After the 1741 revolt, 13 African Americans were burned alive as punishment. African Americans undertook almost 50 documented revolts between 1740 and 1800.

African Americans in the Colonies Assessment

Chapter 3, Section 3

Which term refers to the forced transport of slaves from Africa to the Americas? (A) The Underground Railroad (B) The Northwest Passage (C) Tobacco Row (D) The Middle Passage In which colony did African Americans make up the majority of the population? (A) South Carolina (B) Massachusetts (C) Virginia (D) Georgia

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African Americans in the Colonies Assessment

Chapter 3, Section 3

Which term refers to the forced transport of slaves from Africa to the Americas? (A) The Underground Railroad (B) The Northwest Passage (C) Tobacco Row (D) The Middle Passage In which colony did African Americans make up the majority of the population? (A) South Carolina (B) Massachusetts (C) Virginia (D) Georgia

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Emerging Tensions
Chapter 3, Section 4

What drove the western expansion of colonial settlement? How did Native Americans and the French react to the expansion of the colonies? Why did the Great Awakening both resolve and contribute to religious tensions?

Western Expansion
Chapter 3, Section 4

In the mid-1700s, the colonial population was increasing rapidly, nearly doubling every 25 years. Birth rates were rising. Immigrants from England, Ireland, Germany, and other countries were settling in colonial America. As the population grew, settlers pushed west in search of more land. These settlers were part of a migration, or movement, in search of land on which they could build independent lives and maintain their households. Immigrants people who enter a new country to settle

Native American and French Reaction

Chapter 3, Section 4

Native American Response As white settlers migrated into Indian territory, the Indians were forced to relocate into lands already occupied by other Native American groups. The Cherokees, Creeks, Chickasaws, and Choctaws put up a powerful struggle to block westward colonial expansion.

French Actions In 1752, the French built Fort Presque Isle in Pennsylvania and attacked and killed the men defending an English trading post in the Ohio Valley. By the early 1750s, it became clear that Pennsylvania would become the setting for a struggle between the colonists, Native Americans, and the French.

Religious Tensions
Chapter 3, Section 4

The British colonies were primarily Protestant. Southern planters, northern merchants, and northern professionals tended to belong to the Church of England. Most New Englanders were either Congregationalists or Presbyterians. Quakers, Lutherans, and Mennonites were common in Pennsylvania. The Dutch Reformed Church thrived in the colonies of New York and New Jersey.

The Great Awakening

Chapter 3, Section 4

The Great Awakening refers to a revival of religious feeling that began in the early 1700s. These revivals were designed to renew religious enthusiasm and commitment. Jonathan Edwards Edwards, a Massachusetts minister, is believed to have started the Great Awakening. His success inspired other ministers to increase their efforts to energize their followers. George Whitefield Whitefield was an itinerant, or traveling, preacher who toured the colonies seven times between 1738 and 1770. These ministers preached that any Christian could have a personal relationship with Jesus Christ. They stated that faith and sincerity, rather than wealth and education, were the major requirements needed to understand the Gospel.

Churches Reorganize
Chapter 3, Section 4

In the 1740s and 1750s, many New Englanders converted to the Baptist faith. In the South, both the Baptist and the Methodist churches drew many followers through their powerful, emotional ceremonies and their celebration of ordinary people. Revivals caused several churches to break apart. While some embraced the new emotionalism, others rejected it. Some of the splinter groups were more tolerant of dissent than the organizations from which they split. Dissent difference of opinion

Emerging Tensions - Assessment

Chapter 3, Section 4

To migrate is to (A) sleep all winter. (B) move in search of land. (C) change religion. (D) divide a parcel of land among heirs. The Great Awakening was a (A) civil rights movement. (B) new awareness of the opportunities out West. (C) treaty between the French and Native Americans. (D) religious movement.

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Emerging Tensions - Assessment

Chapter 3, Section 4

To migrate is to (A) sleep all winter. (B) move in search of land. (C) change religion. (D) divide a parcel of land among heirs. The Great Awakening was a (A) civil rights movement. (B) new awareness of the opportunities out West. (C) treaty between the French and Native Americans. (D) religious movement.

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