TTHEHE CCOLONIESOLONIES CCOME OFOME OF AAGEGEVISUAL SUMMARY

TradeThe colonies supplied Britainwith raw materials and boughtBritain’s manufactured goods.

Regional DistinctionsRegional DistinctionsIndustry developed in the Northerncolonies, while the South becamepredominantly agricultural.

French and Indian WarFrench and Indian WarThe British victory in the French andIndian War brought about bothterritorial expansion and newtensions with the American colonies.

92 CHAPTER 3

CHAPTER ASSESSMENT

TERMS & NAMESFor each term or name below, write a sentence explain-ing its significance for the growth of the colonies to themid-18th century.

1. mercantilism 6. Enlightenment2. Dominion of New England 7. Great Awakening3. triangular trade 8. New France4. middle passage 9. Pontiac5. Stono Rebellion 10. Proclamation of 1763

MAIN IDEASUse your notes and the information in the chapter toanswer the following questions.

England and Its Colonies (pages 66–71)1. Why did Parliament pass the Navigation Acts?2. How did the policy of salutary neglect benefit both

England and its colonies?

The Agricultural South (pages 72–78)3. Which ethnic groups besides the English began to

settle in the South?4. Which social class came to control the economy as

well as the political and social institutions of theSouth?

The Commercial North (pages 79–84)5. Why did large, single-crop plantations not develop in

the North?6. What factors contributed to the witchcraft hysteria in

late 17th-century Salem?

The French and Indian War (pages 85–89)7. How did the goals of the French colonists differ from

those of the English colonists? 8. What problems were brought about for Britain by its

victory in the French and Indian War?

CRITICAL THINKING1. USING YOUR NOTES In a chart like the one below,

show the differences between the Northern andSouthern economies that led to the development oftwo distinct cultural regions.

2. DEVELOPING HISTORICAL PERSPECTIVE How didimmigration contribute to the ethnic diversity of theAmerican colonies after 1700?

3. ANALYZING EFFECTS How did the French and IndianWar help inspire a sense of unity and shared identityamong the colonists?

Northern Southern Economy Economy

BritainBritainColoniesColonies

North

South

Tensions

Britainlimitswestwardexpansion.

Colonistswant toexpand

westward.

CHAPTER 3 • ASSESSMENT

TERMS & NAMES1. mercantilism, p. 662. Parliament, p. 683. Navigation Acts, p. 684. Dominion of New England, p. 695. Sir Edmund Andros, p. 696. Glorious Revolution, p. 697. salutary neglect, p. 708. cash crop, p. 729. slaves, p. 75

10. triangular trade, p. 7611. middle passage, p. 7612. Stono Rebellion, p. 7813. Enlightenment, p. 8214. Benjamin Franklin, p. 8215. Jonathan Edwards, p. 8316. Great Awakening, p. 8317. New France, p. 8618. George Washington, p. 8619. French and Indian War, p. 8620. William Pitt, p. 8721. Pontiac, p. 8822. Proclamation Act, p. 8823. George Greenville, p. 8824. Sugar Act, p. 89

MAIN IDEAS1. The Navigation Acts were passed to

restrict colonial trade and to stop thecolonies from exporting goods to foreignmarkets.

2. English officials did not enforce restrictivetrade measures, while raw materials con-tinued to flow into the homeland and thecolonists continued to buy British goods.

3. Germans, Scots, and Scots-Irish4. the planter class5. Cold winters and rocky soil restricted New

Englanders to small farms.6. The strict limitations on women’s roles,

combined with social tensions, thestrained relations with the NativeAmericans, and religious fanaticism con-tributed to the Salem witchcraft hysteria.

7. Typical French colonists included furtraders and Catholic priests, neither ofwhom wished to build towns or raise fami-lies, as did the English.

8. The stationing of troops in the newly con-quered territories was interpreted by thecolonists as a kind of threat.

92 CHAPTER 3

1. Using Your Notes NorthernEconomy—Farms were smaller andusually produced several cashcrops. A diverse commercial econ-omy developed; grinding wheat,harvesting fish, and sawing lum-ber became thriving industries.

Southern Economy—Large planta-tions flourished and typically produced a single cash crop. Fewtowns developed.

2. Developing Historical PerspectiveImmigration brought in Dutch,Scottish, German, Scots-Irish, andIrish settlers.

3. Analyzing Effects It forced thecolonists to unite in the face of acommon enemy.

CRITICAL THINKING

The Colonies Come of Age 93

ALTERNATIVE ASSESSMENT1. Recall your discussion of

the question on page 65:

How can the colonies achieve equality and freedom?In a small group, discuss whether or not equalityand freedom have been achieved in the UnitedStates today. Prepare an oral or visual presentationcomparing equality and freedom in the UnitedStates today with equality and freedom in thecolonies in the early 1700s.

2. LEARNING FROM MEDIA Use the CD-ROMElectronic Library of Primary Sources oryour library resources to review significant

political, economic, and social developments of thecolonial period. Then write a short speech com-memorating the 100th anniversary of the foundingof a colony.

• Write your speech based on your research, takinginto account both hardships and triumphs. Whatwere the key turning points? What lessons areimportant to remember? And, on the eve of the100th anniversary, what challenges or difficultiesare you prepared to forecast?

• Conclude your speech by reflecting back on thecharter establishing the colony. Has the historyof the past 100 years supported or strayed fromthe original colonists’ intentions?

• Share your speech with your classmates.

CD-ROMI N T E R A C TI N T E R A C T

W I T H H I S T O R YW I T H H I S T O R Y

Standardized Test Practice

Use the chart and your knowledge of U.S. history toanswer questions 1 and 2.

1. Why was the Glorious Revolution of 1688 signifi-cant to the colonies?

A William and Mary supported capitalism insteadof mercantilism.

B William and Mary practiced Catholicism insteadof Anglicanism.

C William and Mary supported the supremacy ofParliament.

D Willam and Mary appointed Sir Edmund Androsto enforce the Navigation Acts.

2. The Treaty of Paris ending the French and IndianWar was signed during the reign of —

F Queen AnneG King George IH King George IIJ King George III

3. In the 1700s an intellectual movement known asthe Enlightenment developed in Europe and spreadto the colonies. Benjamin Franklin and ThomasJefferson were among those colonists heavily influenced by Enlightenment ideas. In which of thefollowing ways did the Enlightenment affect thecolonists?

A Enlightenment ideas led people to expand the trade in enslaved persons.

B Enlightenment ideas stirred people to rededicate themselves to God.

C Enlightenment ideas persuaded people toestablish colonies in order to generate a favorable balance of trade.

D Enlightenment ideas convinced people of the importance of civil rights.

4. Compared to the Southern colonies, the Northerncolonies in 1720 were —

F less economically diverse.G less dependent on trade with England.H more dependent on slavery.J more urban.

ADDITIONAL TEST PRACTICE, pages S1–S33.

ITEST PRACTICE CLASSZONE.COM

James II 1685–1688

William III & Mary II 1689–1702

Anne 1702–1714

George I 1714–1727

George II 1727–1760

George III 1760–1820

Kings and Queens of England, 1685–1820

CHAPTER 3 • ASSESSMENT

1. Letter C is the correct answer. Letter A isincorrect because it is not supported bythe text. Letter B is incorrect becauseWilliam and Mary were Anglicans. Letter Dis incorrect because James II appointedAndros.

2. Letter J is the correct answer.The Treaty of Paris was signed in 1763.

3. Letter D is the correct answer.Enlightenment thinkers used reason andthe scientific method to obtain knowledge.They believed that individuals had naturalrights—rights that governments shouldrespect. Such thinking led many coloniststo question the authority of the Britishmonarchy.

4. Letter J is the correct answer.Letter F is incorrect because the Northwas more economically diverse. Letter G isincorrect because the North relied heavilyon trade with England. Letter H is incor-rect because the South was more depend-ent on slavery than the North.

LETTER TO THE EDITOR

Tips for Teaching• Remind students to make sure they haveclearly stated and supported their points ofview in their letter.

• Tell students that they have a week to com-plete the final draft.

UNIT

PROJECT

The Colonies Come of Age 93

1. INTERACT WITH HISTORYRubricPresentation should . . .• clearly state students’ opinion on equality and freedom in the United States• include examples from the early 1700s and present day• exhibit in-depth understanding of events covered in the text as well as issuesfaced today

2. LEARNING FROM MEDIARubricAn effective speech should . . .• focus on the hardships and triumphs of the 100-year history of the colony• highlight turning points and key lessons to be learned• reflect upon past experiences and makes projections for the future• make logical connections from one idea to the next

ALTERNATIVE ASSESSMENT

Standardized Test Practice

Formal Assessment• Chapter Test, Forms A, B, and C,pp. 42–53