chapter 3 essays and short answer
Post on 29-Nov-2015
978 Views
Preview:
DESCRIPTION
TRANSCRIPT
Chapter 3 Essays and Short Answer
Name: ________________ Date: __________
Answer the following question(s) on the back of this paper or on a separate sheet of paper.
1. Explain how the English colonies were affected by any two of the following: the passage of
the Navigation Acts, the establishment of the Dominion of New England, the Glorious
Revolution, or the period of salutary neglect.
2. Compare the status and daily life of a typical lower-class white woman, an indentured
servant, and an enslaved African living in the colonial South.
3. How and why was life in the Northern colonies more diverse than life in the Southern
colonies?
4. How were the American colonists' views of Britain and the British military were affected by
the French and Indian War and its aftermath? Explain your ideas.
5. Explain the causes and the results of the French and Indian War.
Think About:
- why England and France were rivals in North America
- the territories that were lost and gained by each side
- how the outcome of the war affected Native Americans
6. Describe the main differences between the economies of the northern and southern
colonies in the early 1700s.
Think About:
- what was produced
- where people lived
- the role of enslaved Africans
7. Why did the importation of enslaved Africans increase dramatically in the late 1600s and
early 1700s? Explain how Africans became the foundation of the economy of the Southern
colonies during this period.
Think About:
- the plantation economy
- indentured servants
- the slave trade
New Test.tgt, Version: 1 1
Chapter 3 Essays and Short Answer
8. How did the French and Indian War lead to problems between the colonies and Great
Britain? Why did many colonists develop ill feelings toward Great Britain even though they
had fought side by side with British troops?
Think About:
- the Proclamation of 1763
- new trade regulations
- the presence of British troops in the colonies
9. In what ways did the colonies "come of age" between 1650 and 1750? How did British
policies during this period contribute to the colonists' ability and desire to govern
themselves?
Think About:
- the Navigation Acts
- the Dominion of New England
- salutary neglect
colonial governors and their relations with the colonists
10. Compare and contrast the status of women and Africans in the colonies in the early 1700s.
What restrictions did each group have to live with? How do you think members of each
group felt about their inferior status in society?
Think About:
- legal rights
- daily activities
- regional differences
New Test.tgt, Version: 1 2
Chapter 3 Essays and Short Answer
Answer Sheet
1. Complete answers should include any two of the following points: Passage of the
Navigation Acts-This spurred a boom in the ship-building industry. led England to support
the development of numerous colonial industries, and restricted freedom of trade.
Establishment of the Dominion of New England-Massachusetts became a royal colony;
local assemblies were disbanded; northern colonies were consolidated and placed
under a single ruler with a hard-line attitude toward colonial disobedience of English
policies and laws; Navigation Acts were strictly enforced and smugglers prosecuted
vigorously. The Glorious Revolution-the Dominion of New England was disbanded and the
colonies' original charters were restored; greater religious freedom was established in
Massachusetts. The period of salutary neglect-The enforcement of the Navigation Acts
and other English colonial laws was relaxed, giving the colonists more economic and
political freedom; the seeds of self-government were planted in the colonies.
2. Complete answers should include the following points: While the status of people in all
three groups was extremely low, that of slaves was the lowest of all. Lower-class white
women were expected to be subservient to men; indentured servants were expected to
be subservient to their bosses; and slaves were expected to be subservient to all white
people. The daily lives of people in all three groups involved toil and drudgery.
Lower-class white women kept house, cooked, and farmed. Indentured servants and
slaves normally worked all day in the fields. The work of lower-class white women
probably varied more, and is likely to have offered more freedom and personal
satisfaction than field work did. Although lower-class white women and indentured
servants struggled for survival on a daily basis, most were probably better fed than slaves
and suffered less physical abuse.
3. Students might include points similar to the following:
a. Unlike the Southern colonies, the Northern colonies produced several cash crops per
farm instead of a single one.
b. Unlike the Southern colonies, the Northern colonies developed a diverse commercial
economy with many thriving industries.
c. A powerful merchant class developed in the Northern colonies but not in the Southern
colonies.
d. The Northern colonies had more cities, which resulted in a wider variety of
occupations and social problems.
e. The Northern colonies had more ethnic, religious, and national groups represented
among its population.
New Test.tgt, Version: 1 3
Chapter 3 Essays and Short Answer
4. Complete answers should include the following points: Colonists lost much of their respect
for the British army, realizing that it was not invincible. After the war, colonists were
angered and felt threatened by Britain's installation of a standing army on their frontier.
The Proclamation of 1763 convinced the colonists that the British government was not
concerned with their needs. Britain's economic woes led to the use of writs of assistance
and passage of the Sugar Act, which the colonists felt threatened them economically and
was a violation of their rights. Although most colonists still considered themselves loyal
subjects of the king, they grew increasingly dissatisfied with the way they were taxed and
governed.
5. Complete answers should include the following points: England and France both had
expanding empires in North America in the 1750s. New France covered the Mississippi
Valley, while England controlled the colonies. The Ohio River Valley became a major
area of contention when the French built Fort Duquesne near the site of modern
Pittsburgh-an area that had been granted by Virginia to a group of English planters. A
militia group led by George Washington was sent to evict the French in 1754. Despite
early French victories, England defeated France in the French and Indian War. The Treaty
of Paris (1763) granted all land east of the Mississippi to England and gave most of
France's remaining territory to Spain. Native Americans, many of whom had fought with
the French during the war, found the English harder to bargain with than the French had
been.
6. Complete answers should include the following points: By the early 1700s, the South had
developed an agricultural economy, while the North had a diversified economy that
emphasized commerce. Southern plantations produced cash crops such as tobacco
and rice. Because plantations were self-sufficient and planters could use rivers to ship
goods directly, few cities developed and most people lived in rural areas. In New
England and the middle colonies, farmers grew several kinds of crops, and industries
such as iron-making and shipping developed. The importance of trade led to the growth
of large port cities, where many people lived. Because agriculture predominated in the
South and plantations were more profitable with cheap labor, enslaved Africans became
the backbone of the Southern economy. Slavery was not central to the North's economy.
7. Complete answers should include the following points: The large farms of the South, which
produced a single cash crop, required large numbers of field laborers. By using the
cheapest labor, plantation owners could maximize their profits. Enslaved Native
Americans met this need initially, but they could easily escape and avoid recapture in
the wild but familiar surroundings. Indentured servants from Europe, who accepted limited
servitude for a period, were the next low-cost source of labor. However, their numbers
dropped in the late 1600s as fewer were willing to accept the harsh work demanded of
them. Slaves from Africa had a higher initial cost, but once acquired they worked for life,
and thus were cheaper in the long run. The demand for more field laborers as plantations
expanded, along with the belief among most whites that dark-skinned peoples were
inferior, fueled the triangular slave trade, which provided an efficient method for bringing
slaves to North America.
New Test.tgt, Version: 1 4
Chapter 3 Essays and Short Answer
8. Complete answers should include the following points: After the French and Indian War,
Britain's Proclamation of 1763 angered colonists because it banned settlement west of the
Appalachians. Although the ban did not halt expansion, it convinced many colonists that
the British government did not care about their needs. New laws brought on by Britain's
indebtedness after the war, such as the Sugar Act of 1764, which cracked down on
colonial smuggling, reinforced this opinion. Even before this law, the colonial governor of
Massachusetts had angered Boston merchants by authorizing searches of ships and
merchants' buildings. Great Britain also stationed troops in the colonies after the war, to
control Native Americans and former French subjects. The colonists resented the
presence of these troops, which they felt might be used against them and which added to
Britain's indebtedness.
9. Complete answers should include the following points: The Navigation Acts, which were
enacted in 1651, were designed to ensure that colonial trade enriched England, but the
acts also benefited the colonies. For example, requiring the use of English or colonial
ships spurred the colonial shipbuilding industry. Some colonial merchants, however,
especially in Massachusetts, violated the acts by smuggling. In response to this
disobedience, Charles II made Massachusetts a royal colony, and his successor, James
II, combined the Northern colonies into the Dominion of New England and outlawed local
assemblies. These actions bred resentment, but after the Glorious Revolution in England,
Massachusetts regained its charter, and England turned its attention away from the
colonies as it waged war with France. Under England's new policy of salutary, or
beneficial, neglect, Parliament did not supervise the colonies closely or strictly enforce its
regulations as long as they remained loyal and productive. This economic freedom,
combined with the fact that colonial assemblies had considerable power over royally
appointed governors because the assemblies held the power of the purse, gave the
colonies a taste for self-government.
10. Complete answers should include the following points: Enslaved Africans lived in
bondage for a lifetime. Considered to be property, they were worked hard and often
treated cruelly by their owners. In the South, slaves had no legal standing as persons; in
the North they had the right to sue and to appeal in the courts, but no laws protected them
from harsh treatment, and they could not carry weapons. In addition, racial prejudice
affected free blacks as well as slaves. Women had a much higher social status than
enslaved Africans, but they were second-class citizens with almost no legal rights. They
could not vote or preach and could not own property or run their own businesses after
they married. In everything, they were expected to be obedient to their husbands. When
women received an education, it was very basic. Most women lived on farms, where
their days were filled with labor. Students may say that slaves would have resented their
inferior status more than women did because slaves lived under much harsher conditions
and more severe restrictions on their freedom and had been forced into slavery against
their will.
New Test.tgt, Version: 1 5
Chapter 3 Essays and Short Answer
Standards Summary: All Standards In Test
AL 10.1C Explaining how the institution of slavery developed in the colonies
AL 10.2 Compare the various early English settlements and colonies on the basis of
geography, economics, culture, government, and Native American
relations.
AL 10.2A Identifying tensions that developed between the colonists and their local
governments and between the colonists and Great Britain
NCSS IIIc use appropriate resources, data sources, and geographic tools such as
aerial photographs, satellite images, geographic information systems
(GIS), map projections, and cartography to generate, manipulate, and
interpret information such as atlases, data bases, grid systems, charts,
graphs, and maps;
NCSS IIIf describe and compare how people create places that reflect culture,
human needs, government policy, and current values and ideals as they
design and build specialized buildings, neighborhoods, shopping centers,
urban centers, industrial parks, and the like;
NCSS IIIg examine, interpret, and analyze physical and cultural patterns and their
interactions, such as land use, settlement patterns, cultural transmission of
customs and ideas, and ecosystem changes;
NCSS IIIh describe and assess ways that historical events have been influenced by,
and have influenced, physical and human geographic factors in local
regional, national, and global settings;
NCSS IIc identify and describe significant historical periods and patterns of change
within and across cultures, such as the development of ancient cultures
and civilizations, the rise of nations-states, and social, economic, and
political revolutions;
NCSS If interpret patterns of behavior reflecting values and attitudes that contribute
or pose obstacles to cross-cultural understanding;
NCSS VIIa explain how the scarcity of productive resources (human, capital,
technological, and natural) requires the development of economic
systems to make decisions about how goods and services are to be
produced and distributed;
NCSS VIIb analyze the role that supply and demand, prices, incentives, and profits
play in determining what is produced and distributed in a competitive
market system;
NCSS VIa examine persistent issues involving the rights, roles, and status of the
individual in relation to the general welfare;
New Test.tgt, Version: 1 6
Chapter 3 Essays and Short Answer
NCSS VIi evaluate the extent to which governments achieve their stated ideals and
policies at home and abroad;
NCSS Xc locate, access, analyze, organize, synthesize, evaluate, and apply
information about selected public issues-identifying, describing, and
evaluating multiple points of view;
New Test.tgt, Version: 1 7
Chapter 3 Essays and Short Answer
Name: ________________ Date: __________
Answer the following question(s) on the back of this paper or on a separate sheet of paper.
(10 points each)
1. Explain the causes and the results of the French and Indian War.
Think About:
- why England and France were rivals in North America
- the territories that were lost and gained by each side
- how the outcome of the war affected Native Americans
2. Compare the status and daily life of a typical lower-class white woman, an indentured
servant, and an enslaved African living in the colonial South.
3. How were the American colonists' views of Britain and the British military were affected by
the French and Indian War and its aftermath? Explain your ideas.
4. Why did the importation of enslaved Africans increase dramatically in the late 1600s and
early 1700s? Explain how Africans became the foundation of the economy of the Southern
colonies during this period.
Think About:
- the plantation economy
- indentured servants
- the slave trade
5. How and why was life in the Northern colonies more diverse than life in the Southern
colonies?
6. Compare and contrast the status of women and Africans in the colonies in the early 1700s.
What restrictions did each group have to live with? How do you think members of each
group felt about their inferior status in society?
Think About:
- legal rights
- daily activities
- regional differences
New Test.tgt, Version: 2 1
Chapter 3 Essays and Short Answer
7. In what ways did the colonies "come of age" between 1650 and 1750? How did British
policies during this period contribute to the colonists' ability and desire to govern
themselves?
Think About:
- the Navigation Acts
- the Dominion of New England
- salutary neglect
colonial governors and their relations with the colonists
8. How did the French and Indian War lead to problems between the colonies and Great
Britain? Why did many colonists develop ill feelings toward Great Britain even though they
had fought side by side with British troops?
Think About:
- the Proclamation of 1763
- new trade regulations
- the presence of British troops in the colonies
9. Explain how the English colonies were affected by any two of the following: the passage of
the Navigation Acts, the establishment of the Dominion of New England, the Glorious
Revolution, or the period of salutary neglect.
10. Describe the main differences between the economies of the northern and southern
colonies in the early 1700s.
Think About:
- what was produced
- where people lived
- the role of enslaved Africans
New Test.tgt, Version: 2 2
Chapter 3 Essays and Short Answer
Answer Sheet
1. Complete answers should include the following points: England and France both had
expanding empires in North America in the 1750s. New France covered the Mississippi
Valley, while England controlled the colonies. The Ohio River Valley became a major
area of contention when the French built Fort Duquesne near the site of modern
Pittsburgh-an area that had been granted by Virginia to a group of English planters. A
militia group led by George Washington was sent to evict the French in 1754. Despite
early French victories, England defeated France in the French and Indian War. The Treaty
of Paris (1763) granted all land east of the Mississippi to England and gave most of
France's remaining territory to Spain. Native Americans, many of whom had fought with
the French during the war, found the English harder to bargain with than the French had
been.
2. Complete answers should include the following points: While the status of people in all
three groups was extremely low, that of slaves was the lowest of all. Lower-class white
women were expected to be subservient to men; indentured servants were expected to
be subservient to their bosses; and slaves were expected to be subservient to all white
people. The daily lives of people in all three groups involved toil and drudgery.
Lower-class white women kept house, cooked, and farmed. Indentured servants and
slaves normally worked all day in the fields. The work of lower-class white women
probably varied more, and is likely to have offered more freedom and personal
satisfaction than field work did. Although lower-class white women and indentured
servants struggled for survival on a daily basis, most were probably better fed than slaves
and suffered less physical abuse.
3. Complete answers should include the following points: Colonists lost much of their respect
for the British army, realizing that it was not invincible. After the war, colonists were
angered and felt threatened by Britain's installation of a standing army on their frontier.
The Proclamation of 1763 convinced the colonists that the British government was not
concerned with their needs. Britain's economic woes led to the use of writs of assistance
and passage of the Sugar Act, which the colonists felt threatened them economically and
was a violation of their rights. Although most colonists still considered themselves loyal
subjects of the king, they grew increasingly dissatisfied with the way they were taxed and
governed.
New Test.tgt, Version: 2 3
Chapter 3 Essays and Short Answer
4. Complete answers should include the following points: The large farms of the South, which
produced a single cash crop, required large numbers of field laborers. By using the
cheapest labor, plantation owners could maximize their profits. Enslaved Native
Americans met this need initially, but they could easily escape and avoid recapture in
the wild but familiar surroundings. Indentured servants from Europe, who accepted limited
servitude for a period, were the next low-cost source of labor. However, their numbers
dropped in the late 1600s as fewer were willing to accept the harsh work demanded of
them. Slaves from Africa had a higher initial cost, but once acquired they worked for life,
and thus were cheaper in the long run. The demand for more field laborers as plantations
expanded, along with the belief among most whites that dark-skinned peoples were
inferior, fueled the triangular slave trade, which provided an efficient method for bringing
slaves to North America.
5. Students might include points similar to the following:
a. Unlike the Southern colonies, the Northern colonies produced several cash crops per
farm instead of a single one.
b. Unlike the Southern colonies, the Northern colonies developed a diverse commercial
economy with many thriving industries.
c. A powerful merchant class developed in the Northern colonies but not in the Southern
colonies.
d. The Northern colonies had more cities, which resulted in a wider variety of
occupations and social problems.
e. The Northern colonies had more ethnic, religious, and national groups represented
among its population.
6. Complete answers should include the following points: Enslaved Africans lived in
bondage for a lifetime. Considered to be property, they were worked hard and often
treated cruelly by their owners. In the South, slaves had no legal standing as persons; in
the North they had the right to sue and to appeal in the courts, but no laws protected them
from harsh treatment, and they could not carry weapons. In addition, racial prejudice
affected free blacks as well as slaves. Women had a much higher social status than
enslaved Africans, but they were second-class citizens with almost no legal rights. They
could not vote or preach and could not own property or run their own businesses after
they married. In everything, they were expected to be obedient to their husbands. When
women received an education, it was very basic. Most women lived on farms, where
their days were filled with labor. Students may say that slaves would have resented their
inferior status more than women did because slaves lived under much harsher conditions
and more severe restrictions on their freedom and had been forced into slavery against
their will.
New Test.tgt, Version: 2 4
Chapter 3 Essays and Short Answer
7. Complete answers should include the following points: The Navigation Acts, which were
enacted in 1651, were designed to ensure that colonial trade enriched England, but the
acts also benefited the colonies. For example, requiring the use of English or colonial
ships spurred the colonial shipbuilding industry. Some colonial merchants, however,
especially in Massachusetts, violated the acts by smuggling. In response to this
disobedience, Charles II made Massachusetts a royal colony, and his successor, James
II, combined the Northern colonies into the Dominion of New England and outlawed local
assemblies. These actions bred resentment, but after the Glorious Revolution in England,
Massachusetts regained its charter, and England turned its attention away from the
colonies as it waged war with France. Under England's new policy of salutary, or
beneficial, neglect, Parliament did not supervise the colonies closely or strictly enforce its
regulations as long as they remained loyal and productive. This economic freedom,
combined with the fact that colonial assemblies had considerable power over royally
appointed governors because the assemblies held the power of the purse, gave the
colonies a taste for self-government.
8. Complete answers should include the following points: After the French and Indian War,
Britain's Proclamation of 1763 angered colonists because it banned settlement west of the
Appalachians. Although the ban did not halt expansion, it convinced many colonists that
the British government did not care about their needs. New laws brought on by Britain's
indebtedness after the war, such as the Sugar Act of 1764, which cracked down on
colonial smuggling, reinforced this opinion. Even before this law, the colonial governor of
Massachusetts had angered Boston merchants by authorizing searches of ships and
merchants' buildings. Great Britain also stationed troops in the colonies after the war, to
control Native Americans and former French subjects. The colonists resented the
presence of these troops, which they felt might be used against them and which added to
Britain's indebtedness.
9. Complete answers should include any two of the following points: Passage of the
Navigation Acts-This spurred a boom in the ship-building industry. led England to support
the development of numerous colonial industries, and restricted freedom of trade.
Establishment of the Dominion of New England-Massachusetts became a royal colony;
local assemblies were disbanded; northern colonies were consolidated and placed
under a single ruler with a hard-line attitude toward colonial disobedience of English
policies and laws; Navigation Acts were strictly enforced and smugglers prosecuted
vigorously. The Glorious Revolution-the Dominion of New England was disbanded and the
colonies' original charters were restored; greater religious freedom was established in
Massachusetts. The period of salutary neglect-The enforcement of the Navigation Acts
and other English colonial laws was relaxed, giving the colonists more economic and
political freedom; the seeds of self-government were planted in the colonies.
New Test.tgt, Version: 2 5
Chapter 3 Essays and Short Answer
10. Complete answers should include the following points: By the early 1700s, the South had
developed an agricultural economy, while the North had a diversified economy that
emphasized commerce. Southern plantations produced cash crops such as tobacco
and rice. Because plantations were self-sufficient and planters could use rivers to ship
goods directly, few cities developed and most people lived in rural areas. In New
England and the middle colonies, farmers grew several kinds of crops, and industries
such as iron-making and shipping developed. The importance of trade led to the growth
of large port cities, where many people lived. Because agriculture predominated in the
South and plantations were more profitable with cheap labor, enslaved Africans became
the backbone of the Southern economy. Slavery was not central to the North's economy.
New Test.tgt, Version: 2 6
Chapter 3 Essays and Short Answer
Standards Summary: All Standards In Test
AL 10.1C Explaining how the institution of slavery developed in the colonies
AL 10.2 Compare the various early English settlements and colonies on the basis of
geography, economics, culture, government, and Native American
relations.
AL 10.2A Identifying tensions that developed between the colonists and their local
governments and between the colonists and Great Britain
NCSS IIIc use appropriate resources, data sources, and geographic tools such as
aerial photographs, satellite images, geographic information systems
(GIS), map projections, and cartography to generate, manipulate, and
interpret information such as atlases, data bases, grid systems, charts,
graphs, and maps;
NCSS IIIf describe and compare how people create places that reflect culture,
human needs, government policy, and current values and ideals as they
design and build specialized buildings, neighborhoods, shopping centers,
urban centers, industrial parks, and the like;
NCSS IIIg examine, interpret, and analyze physical and cultural patterns and their
interactions, such as land use, settlement patterns, cultural transmission of
customs and ideas, and ecosystem changes;
NCSS IIIh describe and assess ways that historical events have been influenced by,
and have influenced, physical and human geographic factors in local
regional, national, and global settings;
NCSS IIc identify and describe significant historical periods and patterns of change
within and across cultures, such as the development of ancient cultures
and civilizations, the rise of nations-states, and social, economic, and
political revolutions;
NCSS If interpret patterns of behavior reflecting values and attitudes that contribute
or pose obstacles to cross-cultural understanding;
NCSS VIIa explain how the scarcity of productive resources (human, capital,
technological, and natural) requires the development of economic
systems to make decisions about how goods and services are to be
produced and distributed;
NCSS VIIb analyze the role that supply and demand, prices, incentives, and profits
play in determining what is produced and distributed in a competitive
market system;
NCSS VIa examine persistent issues involving the rights, roles, and status of the
individual in relation to the general welfare;
New Test.tgt, Version: 2 7
Chapter 3 Essays and Short Answer
NCSS VIi evaluate the extent to which governments achieve their stated ideals and
policies at home and abroad;
NCSS Xc locate, access, analyze, organize, synthesize, evaluate, and apply
information about selected public issues-identifying, describing, and
evaluating multiple points of view;
New Test.tgt, Version: 2 8
Chapter 3 Essays and Short Answer
Name: ________________ Date: __________
Answer the following question(s) on the back of this paper or on a separate sheet of paper.
(10 points each)
1. Explain the causes and the results of the French and Indian War.
Think About:
- why England and France were rivals in North America
- the territories that were lost and gained by each side
- how the outcome of the war affected Native Americans
2. How and why was life in the Northern colonies more diverse than life in the Southern
colonies?
3. How were the American colonists' views of Britain and the British military were affected by
the French and Indian War and its aftermath? Explain your ideas.
4. Why did the importation of enslaved Africans increase dramatically in the late 1600s and
early 1700s? Explain how Africans became the foundation of the economy of the Southern
colonies during this period.
Think About:
- the plantation economy
- indentured servants
- the slave trade
5. In what ways did the colonies "come of age" between 1650 and 1750? How did British
policies during this period contribute to the colonists' ability and desire to govern
themselves?
Think About:
- the Navigation Acts
- the Dominion of New England
- salutary neglect
colonial governors and their relations with the colonists
New Test.tgt, Version: 3 1
Chapter 3 Essays and Short Answer
6. How did the French and Indian War lead to problems between the colonies and Great
Britain? Why did many colonists develop ill feelings toward Great Britain even though they
had fought side by side with British troops?
Think About:
- the Proclamation of 1763
- new trade regulations
- the presence of British troops in the colonies
7. Compare the status and daily life of a typical lower-class white woman, an indentured
servant, and an enslaved African living in the colonial South.
8. Compare and contrast the status of women and Africans in the colonies in the early 1700s.
What restrictions did each group have to live with? How do you think members of each
group felt about their inferior status in society?
Think About:
- legal rights
- daily activities
- regional differences
9. Describe the main differences between the economies of the northern and southern
colonies in the early 1700s.
Think About:
- what was produced
- where people lived
- the role of enslaved Africans
10. Explain how the English colonies were affected by any two of the following: the passage
of the Navigation Acts, the establishment of the Dominion of New England, the Glorious
Revolution, or the period of salutary neglect.
New Test.tgt, Version: 3 2
Chapter 3 Essays and Short Answer
Answer Sheet
1. Complete answers should include the following points: England and France both had
expanding empires in North America in the 1750s. New France covered the Mississippi
Valley, while England controlled the colonies. The Ohio River Valley became a major
area of contention when the French built Fort Duquesne near the site of modern
Pittsburgh-an area that had been granted by Virginia to a group of English planters. A
militia group led by George Washington was sent to evict the French in 1754. Despite
early French victories, England defeated France in the French and Indian War. The Treaty
of Paris (1763) granted all land east of the Mississippi to England and gave most of
France's remaining territory to Spain. Native Americans, many of whom had fought with
the French during the war, found the English harder to bargain with than the French had
been.
2. Students might include points similar to the following:
a. Unlike the Southern colonies, the Northern colonies produced several cash crops per
farm instead of a single one.
b. Unlike the Southern colonies, the Northern colonies developed a diverse commercial
economy with many thriving industries.
c. A powerful merchant class developed in the Northern colonies but not in the Southern
colonies.
d. The Northern colonies had more cities, which resulted in a wider variety of
occupations and social problems.
e. The Northern colonies had more ethnic, religious, and national groups represented
among its population.
3. Complete answers should include the following points: Colonists lost much of their respect
for the British army, realizing that it was not invincible. After the war, colonists were
angered and felt threatened by Britain's installation of a standing army on their frontier.
The Proclamation of 1763 convinced the colonists that the British government was not
concerned with their needs. Britain's economic woes led to the use of writs of assistance
and passage of the Sugar Act, which the colonists felt threatened them economically and
was a violation of their rights. Although most colonists still considered themselves loyal
subjects of the king, they grew increasingly dissatisfied with the way they were taxed and
governed.
New Test.tgt, Version: 3 3
Chapter 3 Essays and Short Answer
4. Complete answers should include the following points: The large farms of the South, which
produced a single cash crop, required large numbers of field laborers. By using the
cheapest labor, plantation owners could maximize their profits. Enslaved Native
Americans met this need initially, but they could easily escape and avoid recapture in
the wild but familiar surroundings. Indentured servants from Europe, who accepted limited
servitude for a period, were the next low-cost source of labor. However, their numbers
dropped in the late 1600s as fewer were willing to accept the harsh work demanded of
them. Slaves from Africa had a higher initial cost, but once acquired they worked for life,
and thus were cheaper in the long run. The demand for more field laborers as plantations
expanded, along with the belief among most whites that dark-skinned peoples were
inferior, fueled the triangular slave trade, which provided an efficient method for bringing
slaves to North America.
5. Complete answers should include the following points: The Navigation Acts, which were
enacted in 1651, were designed to ensure that colonial trade enriched England, but the
acts also benefited the colonies. For example, requiring the use of English or colonial
ships spurred the colonial shipbuilding industry. Some colonial merchants, however,
especially in Massachusetts, violated the acts by smuggling. In response to this
disobedience, Charles II made Massachusetts a royal colony, and his successor, James
II, combined the Northern colonies into the Dominion of New England and outlawed local
assemblies. These actions bred resentment, but after the Glorious Revolution in England,
Massachusetts regained its charter, and England turned its attention away from the
colonies as it waged war with France. Under England's new policy of salutary, or
beneficial, neglect, Parliament did not supervise the colonies closely or strictly enforce its
regulations as long as they remained loyal and productive. This economic freedom,
combined with the fact that colonial assemblies had considerable power over royally
appointed governors because the assemblies held the power of the purse, gave the
colonies a taste for self-government.
6. Complete answers should include the following points: After the French and Indian War,
Britain's Proclamation of 1763 angered colonists because it banned settlement west of the
Appalachians. Although the ban did not halt expansion, it convinced many colonists that
the British government did not care about their needs. New laws brought on by Britain's
indebtedness after the war, such as the Sugar Act of 1764, which cracked down on
colonial smuggling, reinforced this opinion. Even before this law, the colonial governor of
Massachusetts had angered Boston merchants by authorizing searches of ships and
merchants' buildings. Great Britain also stationed troops in the colonies after the war, to
control Native Americans and former French subjects. The colonists resented the
presence of these troops, which they felt might be used against them and which added to
Britain's indebtedness.
New Test.tgt, Version: 3 4
Chapter 3 Essays and Short Answer
7. Complete answers should include the following points: While the status of people in all
three groups was extremely low, that of slaves was the lowest of all. Lower-class white
women were expected to be subservient to men; indentured servants were expected to
be subservient to their bosses; and slaves were expected to be subservient to all white
people. The daily lives of people in all three groups involved toil and drudgery.
Lower-class white women kept house, cooked, and farmed. Indentured servants and
slaves normally worked all day in the fields. The work of lower-class white women
probably varied more, and is likely to have offered more freedom and personal
satisfaction than field work did. Although lower-class white women and indentured
servants struggled for survival on a daily basis, most were probably better fed than slaves
and suffered less physical abuse.
8. Complete answers should include the following points: Enslaved Africans lived in
bondage for a lifetime. Considered to be property, they were worked hard and often
treated cruelly by their owners. In the South, slaves had no legal standing as persons; in
the North they had the right to sue and to appeal in the courts, but no laws protected them
from harsh treatment, and they could not carry weapons. In addition, racial prejudice
affected free blacks as well as slaves. Women had a much higher social status than
enslaved Africans, but they were second-class citizens with almost no legal rights. They
could not vote or preach and could not own property or run their own businesses after
they married. In everything, they were expected to be obedient to their husbands. When
women received an education, it was very basic. Most women lived on farms, where
their days were filled with labor. Students may say that slaves would have resented their
inferior status more than women did because slaves lived under much harsher conditions
and more severe restrictions on their freedom and had been forced into slavery against
their will.
9. Complete answers should include the following points: By the early 1700s, the South had
developed an agricultural economy, while the North had a diversified economy that
emphasized commerce. Southern plantations produced cash crops such as tobacco
and rice. Because plantations were self-sufficient and planters could use rivers to ship
goods directly, few cities developed and most people lived in rural areas. In New
England and the middle colonies, farmers grew several kinds of crops, and industries
such as iron-making and shipping developed. The importance of trade led to the growth
of large port cities, where many people lived. Because agriculture predominated in the
South and plantations were more profitable with cheap labor, enslaved Africans became
the backbone of the Southern economy. Slavery was not central to the North's economy.
New Test.tgt, Version: 3 5
Chapter 3 Essays and Short Answer
10. Complete answers should include any two of the following points: Passage of the
Navigation Acts-This spurred a boom in the ship-building industry. led England to support
the development of numerous colonial industries, and restricted freedom of trade.
Establishment of the Dominion of New England-Massachusetts became a royal colony;
local assemblies were disbanded; northern colonies were consolidated and placed
under a single ruler with a hard-line attitude toward colonial disobedience of English
policies and laws; Navigation Acts were strictly enforced and smugglers prosecuted
vigorously. The Glorious Revolution-the Dominion of New England was disbanded and the
colonies' original charters were restored; greater religious freedom was established in
Massachusetts. The period of salutary neglect-The enforcement of the Navigation Acts
and other English colonial laws was relaxed, giving the colonists more economic and
political freedom; the seeds of self-government were planted in the colonies.
New Test.tgt, Version: 3 6
Chapter 3 Essays and Short Answer
Standards Summary: All Standards In Test
AL 10.1C Explaining how the institution of slavery developed in the colonies
AL 10.2 Compare the various early English settlements and colonies on the basis of
geography, economics, culture, government, and Native American
relations.
AL 10.2A Identifying tensions that developed between the colonists and their local
governments and between the colonists and Great Britain
NCSS IIIc use appropriate resources, data sources, and geographic tools such as
aerial photographs, satellite images, geographic information systems
(GIS), map projections, and cartography to generate, manipulate, and
interpret information such as atlases, data bases, grid systems, charts,
graphs, and maps;
NCSS IIIf describe and compare how people create places that reflect culture,
human needs, government policy, and current values and ideals as they
design and build specialized buildings, neighborhoods, shopping centers,
urban centers, industrial parks, and the like;
NCSS IIIg examine, interpret, and analyze physical and cultural patterns and their
interactions, such as land use, settlement patterns, cultural transmission of
customs and ideas, and ecosystem changes;
NCSS IIIh describe and assess ways that historical events have been influenced by,
and have influenced, physical and human geographic factors in local
regional, national, and global settings;
NCSS IIc identify and describe significant historical periods and patterns of change
within and across cultures, such as the development of ancient cultures
and civilizations, the rise of nations-states, and social, economic, and
political revolutions;
NCSS If interpret patterns of behavior reflecting values and attitudes that contribute
or pose obstacles to cross-cultural understanding;
NCSS VIIa explain how the scarcity of productive resources (human, capital,
technological, and natural) requires the development of economic
systems to make decisions about how goods and services are to be
produced and distributed;
NCSS VIIb analyze the role that supply and demand, prices, incentives, and profits
play in determining what is produced and distributed in a competitive
market system;
NCSS VIa examine persistent issues involving the rights, roles, and status of the
individual in relation to the general welfare;
New Test.tgt, Version: 3 7
Chapter 3 Essays and Short Answer
NCSS VIi evaluate the extent to which governments achieve their stated ideals and
policies at home and abroad;
NCSS Xc locate, access, analyze, organize, synthesize, evaluate, and apply
information about selected public issues-identifying, describing, and
evaluating multiple points of view;
New Test.tgt, Version: 3 8
top related