chapter 4 resources - pc\|macimages.pcmac.org/sisfiles/schools/tx/weslacoisd/centralmiddle/... ·...

$: Chapter 4 Resources - PC\|MACimages.pcmac.org/SiSFiles/Schools/TX/WeslacoISD/CentralMiddle/... · Chapter 4 Resources ... Why It Matters Chapter Transparency 4 ... events from the$
Use Glencoe’sPresentation Plus!multimedia teacher tool to easily present

dynamic lessons that visually excite your stu-dents. Using Microsoft PowerPoint® you can customize the presentations to create your ownpersonalized lessons.

Timesaving Tools

98A

Chapter 4 Resources

TEACHING TRANSPARENCIESTEACHING TRANSPARENCIES REVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENTWhy It Matters ChapterTransparency 4

Graphic Organizer 15

Copyright © by The McGraw-Hill Companies, Inc.

W hy It Matters 4The Colonies Grow Chapter

Mic

hael

Dw

yer/

Stoc

k Bo

ston

Rich

ard

B. L

evin

e/N

EWSM

AK

ERS

Time Line Activity 4

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

Name Date Class

Time Line Activity 4★

Higher Education in the British Colonies (1636–1769)

DIRECTIONS: Use the background information to create a time line aboutthe establishment of colonial colleges between 1636 and 1769.

FIR

ST A

MER

ICA

N C

OLL

EGES

(16

36–1

769)

Back

grou

ndIn

163

6 th

e G

ener

al C

ourt

of

Mas

sach

uset

ts f

ound

ed th

efi

rst A

mer

ican

col

lege

and

two

year

s la

ter

nam

ed th

esc

hool

Har

vard

in h

onor

of

John

Har

vard

, a g

ener

ous

don

or. T

he s

econ

d c

olon

ial

colle

ge o

pene

d in

169

3 in

Vir

gini

a an

d w

as n

amed

in

hon

or o

f th

e re

igni

ng

mon

arch

s, W

illia

m a

nd M

ary.

Yale

Col

lege

, in

Con

nect

icut

,re

ceiv

ed a

cha

rter

eig

ht y

ears

late

r, in

170

1. T

he C

olle

ge o

f N

ew J

erse

y, n

ow n

amed

Prin

ceto

n, f

ollo

wed

in 1

746.

In

the

year

s be

fore

the

Am

eric

an R

evol

utio

n,co

loni

sts

foun

ded

fiv

e m

ore

colle

ges—

Kin

g’s

Col

lege

, no

w C

olum

bia,

in N

ew

York

in 1

754;

the

Col

lege

of

Phi

lad

elph

ia, n

ow th

eU

nive

rsit

y of

Pen

nsyl

vani

a,in

175

5; th

e C

olle

ge o

f R

hod

eIs

land

, now

Bro

wn,

in 1

764;

Que

en’s

Col

lege

, now

Rut

gers

,in

New

Jer

sey

in17

66; a

nd D

artm

outh

Col

lege

in N

ew H

amps

hire

in 1

769.

★1693

1754

1764 1769

1766

1755

1746

1701

1636

1630

166

016

90

1720

1750

178

0

Vocabulary Activity 4

Name Date Class

Vocabulary Activity 4★

1. Groups of civilians trained to fight in emergencies

2. Goods that are sold abroad3. Trading illegally with other nations4. Producing just enough crops to meet

the needs of one’s family5. Crop that can be easily sold6. Region of hills and forests climbing

up toward the AppalachianMountains

7. Bosses hired by plantation ownersto keep slaves working hard

8. Region of flat, low-lying plainsalong the Southern seacoast

9. Settlements established by groupsto whom Great Britain had given agrant of rights and privileges

10. Settlements ruled by those to whomGreat Britain had granted land

11. ��

DIRECTIONS: Solving Word Crosses Complete the puzzle by using thedefinitions to spell out each term. Then fill in the missing letters to writethe term spelled vertically. Write the term and its definition on line 11.

overseers subsistence farming militia charter coloniesbackcountry proprietary colonies exports cash cropsmuggling Iroquois Confederacy Tidewater

DIRECTIONS: Using Vocabulary Use each of the following terms correctlyin a complete sentence. Write the sentences on a separate sheet of paper.

import literacy diversity speculator

apprentice triangular trade mercantilism

111— — — — — — —

—2— — — — — — —

—3— — — — — — — — —

—4— — — — — — — — — — — — — — — — — —

—5— — — — — — — —

—6— — — — — — — — — — —

—7— — — — — — — — —

—8— — — — — — — — —

—9— — — — — — — — — — — — — — —

—10— — — — — — — — — — — — — — — — — — —

44

Copyright ©

by The M

cGraw

-Hill C

ompanies, Inc.

Workbook Activity 4

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

The Colonies Grow

DIRECTIONS: Drawing Conclusions Read each paragraph and write a V in the blank at the left of each of the statements that you believe to be a validconclusion.

A. New England’s long winters and thin, rocky soil made large-scale farmingdifficult. Farmers in New England practiced subsistence farming, producingjust enough to meet the needs of their families. Everyone in the familyworked. Important farm jobs included spinning yarn, preserving fruit,milking cows, fencing in fields, and sowing and harvesting grain.

�� 1. New England farmers had little food left over to sell or exchange.

�� 2. New England farm families bought most of what they needed in town.

�� 3. Most farms in New England were very large.

�� 4. Children of New England farm families had to work.

�� 5. New England farmers were able to provide jobs for many of the people in town.

�� 6. Many jobs were done by New England farm families.

B. The warm climate and rich soil of the Southern Colonies enabled Southernfarmers to cultivate large areas of land and produce abundant harvests ofcash crops—mainly tobacco in Maryland and Virginia, and rice in SouthCarolina and Georgia. Southern plantation owners relied on enslavedAfricans to work in the fields. During the 1700s the population of AfricanAmericans in the colonies grew from 28,000 to more than 500,000. Manyplantation owners became extremely wealthy during this period.

�� 1. Southern farmers grew wealthy because every member of the family worked.

�� 2. Because of their profitable lifestyle based on agriculture, the Southern Colonieshad little need to develop other industries.

�� 3. During the 1700s Africans were eager to come to America.

�� 4. Most Southern farmers practiced subsistence farming.

�� 5. Southern farmers specialized in growing crops that they could sell at a profit.

�� 6. Slavery was legal in America during the 1700s.

Workbook Activity 4★

Name �� Date �� Class ��

V

V

V

V

V

V

(continued)

Critical Thinking SkillsActivity 4

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

Name Date Class

SOCIAL STUDIES OBJECTIVE: Analyze information by distinguishing between fact and nonfact

LEARNING THE SKILLA fact is a statement that can be proved. An opinion is a personal belief that

cannot be proved. For example:Fact: France and England established colonies in North America in the 1600s.Opinion: The English enjoyed frontier life more than the French did.When you analyze a book, a newspaper, or a magazine article to distinguish fact

from opinion, check for statements that you can verify. Statements that contain cer-tain words or phrases, such as should, the most important, or the most interesting, areoften used when stating an opinion.

APPLYING THE SKILLDIRECTIONS: Read the following passage. Identify each numbered sentenceas either fact (F) or opinion (O). Give a reason for each choice.

The Middle Colonies(1) The Middle Colonies were located between New England and the

colonies of the South. (2) They were the most important colonies inEnglish America. (3) The Middle Colonies enjoyed fertile soil and aslightly milder climate than that of New England. Farmers in this regioncultivated larger tracts of land and produced bigger harvests than those inNew England. (4) The New England farmers were not as industrious asthe farmers in the Middle Colonies. (5) In New York and Pennsylvania,farmers grew large quantities of wheat and other cash crops. (6) Cropsgrown in the Middle Colonies tasted better than those grown in NewEngland. (7) Farmers also sent cargoes of wheat and livestock to NewYork City and Philadelphia for shipment. (8) This commerce helped thesecities become busy ports.

1.

��

��

2.

��

��

3.

��

��

Critical Thinking Skills Activity 4 Analyzing Information

Take-Home ReviewActivity 4

The American Journey 7

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

Take-Home Review Activity 4

THE COLONIES GROWThe colonies grew as more people came to America, but there were problems as well. Conflictsarose over land and resources and British rule began to irritate the colonists. Colonial lifestylebecame more complicated as the population grew.

Reviewing Chapter 4

?DID YOU KNOW?Enslaved Africanstraveling onships from WestAfrica lived inmiserable condi-tions and smallquarters. Theywere chained toeach other andcould only sit ina space that wasabout 25 incheshigh.

Government• Connecticut and Rhode Island were

charter colonies. The settlers weregiven a charter that named rightsand privileges. They elected theirown governors and the members ofboth houses of the legislature.

• Delaware, Maryland, andPennsylvania were proprietarycolonies, ruled by people to whomBritain had granted land. The pro-prietors appointed the governor and members of the upper house(council). The colonists elected thelower house (assembly).

• Georgia, Massachusetts, NewHampshire, New Jersey, New York,North Carolina, and Virginia wereroyal colonies. The BritishParliament appointed a governorand council. The colonists elected anassembly.

Many colonists believed that theEnglish laws were unfair and hoped for independence. Hostility betweenBritain and the colonists began to grow.

CultureThe values and beliefs grew outof English traditions. Familyroles, educational beliefs, and thearts influenced colonial culture.The Enlightenment advanced theidea that knowledge, reason, andscience could improve society.There was a high level of literacyin the colonies.

GrowthImmigration helped the coloniesgrow. Between 1607 and 1790,almost a million people came tolive in the colonies.

Economics• Farming was the main economic

activity in all the colonies. A tri-angular trade route developedlinking the Caribbean, Europe,and Africa. This impactedAmerican society because it created economies based onslave labor.

• New England was the center oftrade and commerce, especiallyshipbuilding and fishing.

• The Middle Colonies grew largequantities of wheat and othercash crops. They also had indus-tries such as carpentry, lumber,and mining.

• Most of the Southern Coloniesmade their living from the land.Tobacco was the main cash cropof Maryland and Virginia andrice in South Carolina andGeorgia. Slave labor that pro-duced the cash crops contributedto much of the economic successof the Southern Colonies.

Life in the Colonies

ReligionThe Great Awakening called fora return to a strong faith, lead-ing to the creation of newchurches.

Linking Past andPresent Activity 4

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

53

Name Date Class

Linking Past and Present Activity 4

The Printing Press

The first printing pressin the English colonieswas set up in 1639.

Printers arranged type—movable lettersmade of metal—on a platform. Theprinter spread ink over the type andplaced a sheet of paper on top. The plat-form was positioned under a plate con-nected to a large screw. When the printerturned a screw by a lever, an impressionwas printed onto the paper.

The printing press helped spread new political ideas.Newspapers made it possiblefor colonists to learnabout events and ideasin colonies other thantheir own. In January1776 Thomas Painepublished a pamphletcalled Common Sense.In it he urged imme-diate separation fromBritain. More than150,000 copies of thepamphlet were sold inthe thirteen colonies.Common Senseinfluenced publicopinion towardindependence.

More than 200 yearslater, printing still playsa major role in spreading

ideas. Some printing methods havechanged, however. Today type is set bycomputer instead of by hand. Mostprinting does not use movable type atall; instead, a photographic impressionof an entire page is designed in a com-puter and transferred to a plate, and thenthe plate is applied to paper.

Transmission technology makes itpossible to send news quickly overtremendous distances. Magazines such

as Newsweek, Time, and U.S.News & World Report transmit

their information bysatellite to printing loca-tions around the country.

As informationbecomes availableon the Internet,some printing

functions don’t takeplace on printingpresses at all.Instead, informa-tion is printed inhomes on computerprinters.

T H E N N O W

DIRECTIONS: Making a Front Page If you could have the front page of your own newspaper published and

distributed across the country, what would you want it to say? Front pages try to grab attention and are loaded with information. Collect several localand national newspapers and bring them to class. What stories are on thefront page? What current events do the national papers cover? How do thelocal newspapers differ? Create a front page to a national newspaper usingevents from the French and Indian War. Use the library to find more detailsabout the war. Include only the news that you think is important.

Typetray

Lever

Screw

Paperholder

Printing Press

Primary SourceReading 4

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

Name Date Class

★ Primary Source Reading 4 ★★

55

Benjamin Franklin and the First LibraryInterpreting the Source In this part of his autobiography, Benjamin

Franklin recalls events that took place in 1731 in Philadelphia. As you readthis passage, think about what Franklin hoped to achieve.

A t the time I established myself inPennsylvania there was not a goodbookseller’s shop in any of the

colonies to the southward of Boston. . . .Those who loved reading were obliged tosend for their books from England; the mem-bers of the Junto [a club formed by Franklin inPhiladelphia] had each a few. We had left thealehouse where we first met and hired aroom to hold our club in. I proposed that weshould all of us bring our books to that room,where they would not only be ready to con-sult in our conferences, but become a com-mon benefit, each of us being at liberty toborrow such as he wished to read at home.This was accordingly done and for some timecontented us.

Finding the advantage of this little collec-tion, I proposed to render the benefit frombooks more common, by commencing a pub-lic subscription library. I drew a sketch of theplan and rules . . . by which each subscriberengaged to pay a certain sum down

for the first purchase of books and an annualcontribution for increasing them. So few werethe readers at that time in Philadelphia andthe majority of us so poor that I was not ablewith great industry to find more than fifty per-sons, mostly young tradesmen, willing to paydown for this purpose forty shillings each andten shillings per annum. On this little fund webegan. The books were imported; the librarywas opened one day in the week for lendingto the subscribers on their promissory notes to pay double the value if not duly returned.The institution soon manifested its utility, was imitated by other towns and in otherprovinces. The libraries were augmented bydonations; reading became fashionable; andour people . . . in a few years were observedby strangers to be better instructed and moreintelligent than people of the same rank gen-erally are in other countries.

SOURCE: “Continuation of the Account of My Life, Begun at Passy, Near Paris, 1784”; from The Autobiography ofBenjamin Franklin.

Continuation of the Account of My Life

DIRECTIONS: Creating a Poster Franklin had to persuade others to sign up for the library. How would you have persuaded people to join this new venture? Create a public

notice to advertise Ben Franklin’s latest idea. Help Franklin get the first public subscription library off to a good start. Include reasons for peopleto sign up for and use this new service. Include an illustration if possible.

DOCUMENT-BASED QUESTIONDIRECTIONS: Answer the following question on a separate sheet of paper.How was the first library started by Franklin similar to libraries today? How was it different?

Geography and HistoryActivity 4

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

Name Date Class

GEOGRAPHY AND HISTORY ACTIVITY 4★

DIRECTIONS: Write or draw on the map to answer questions 1–5. You may abbre-viate if you wish.

1. Regions Color with different colors the regions claimed by the British,French, and Spanish. Label each region with the name of the appropriatecountry.

2. Write the name of each of the thirteen British colonies on the map.3. Find the dot on the map and write the name for each of these places:

(a) where the English colonists met to discuss the possibility of uniting; (b) where George Washington built a fort that he had to surrender to theFrench; (c) where Native American and French raiders massacred manyBritish settlers in 1713; (d) where Benjamin Franklin made many of his scientific and cultural contributions.

4. Write the names of the following rivers on the map: Ohio, Mississippi,Missouri, and Rio Grande.

5. Use the map scale to figure out (a) the length of the Mississippi River fromits source to its mouth; (b) the distance between the source of the MissouriRiver and the Pacific Coast. Draw a line between each pair of places andwrite the appropriate distance on the line.

PACIFIC OCEAN

MH-003

��

��

UNEXPLORED

FloridaFloridaFlorida

PACIFIC OCEAN

ATLANTICOCEAN

Gulf ofMexico

0 600 miles300

600 kilometers3000

The British, Spanish, and French in North America, 1753

N

ES

W

Graphic Organizer 15: Chain-of-Events or FlowchartCopyright © by The McGraw-Hill Companies, Inc.

The following standards are highlighted in Chapter 4:Section 1 VII Production, Distribution, & Consumption: A, ISection 2 II Time, Continuity, & Change: B, CSection 3 II Time, Continuity, & Change: A, CSection 4 IV Individual Development & Identity: D, E

Meeting NCSS StandardsFoldables arethree-dimensional,

interactive graphic organizers that helpstudents practice basic writing skills,review key vocabulary terms, and identify main ideas. Every chapter con-tains a Foldable activity, with additionalchapter activities found in the Readingand Study Skills Foldables booklet.

GEOGRAPHYGEOGRAPHYREVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENT ENRICHMENTENRICHMENT

Use Glencoe’sPresentation Plus!multimedia teacher tool to easily present

dynamic lessons that visually excite your stu-dents. Using Microsoft PowerPoint® you can customize the presentations to create your ownpersonalized lessons.

Timesaving Tools

Interactive Teacher Edition Access your Teacher Wraparound Edition andyour classroom resources with a few easy clicks.

Interactive Lesson Planner Planning has never been easier! Organize yourweek, month, semester, or year with all the lesson helps you need to maketeaching creative, timely, and relevant.

™

••

98B

Chapter 4 Resources

The following Spanish language materials are available in the Spanish Resources Binder:

• Spanish Guided Reading Activities• Spanish Reteaching Activities• Spanish Quizzes and Tests• Spanish Vocabulary Activity• Spanish Take-Home Review Activity• Spanish Summaries• The Declaration of Independence and United States Constitution

Spanish Translation

Chapter 4 Test Form B

Chapter 4 Test Form A

Performance AssessmentActivity 4

ExamView® Pro Testmaker CD-ROM

SPANISH RESOURCESSPANISH RESOURCES

HISTORY

Use our Web site for additional resources. All essential content is covered in the Student Edition.

You and your students can visit , the Web sitecompanion to The American Republic to 1877. This innovative inte-gration of electronic and print media offers your students a wealth ofopportunities. The student text directs students to the Web site for thefollowing options:

• Chapter Overviews • Student Web Activities• Self-Check Quizzes • Textbook Updates

Answers to the student Web activities are provided for you in the WebActivity Lesson Plans. Additional Web resources and Interactive TutorPuzzles are also available.

The following videotape programs are available from Glencoe as supplements to Chapter 4:

• George Washington: Founding Father (ISBN 1-56501-377-8)*• Benjamin Franklin: Citizen of the World (ISBN 1-56501-426-X)

To order, call Glencoe at 1-800-334-7344. To find classroom resources toaccompany many of these videos, check the following home pages:A&E Television: www.aande.comThe History Channel: www.historychannel.com

*Available individually or in The American Republic to 1877 Video Library.

R

R

ASSESSMENT AND EVALUATION

Standardized Test PracticeWorkbook Activity 4

Vocabulary PuzzleMaker CD-ROMInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMAudio ProgramAmerican History Primary Source Document Library CD-ROMMindJogger VideoquizPresentation Plus! CD-ROMTeacherWorks CD-ROMInteractive Student Edition CD-ROMGlencoe Skillbuilder Interactive Workbook CD-ROM, Level 1The American Republic to 1877 Video ProgramAmerican Music: Hits Through History

MULTIMEDIAMULTIMEDIA

★

41

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

The Colonies Grow

DIRECTIONS: Matching Match the items in Column A with the items inColumn B. Write the correct letters in the blanks. (4 points each)

Column A

�� 1. region of large Southern plantations

�� 2. laws that governed slaves

�� 3. first North American college

�� 4. British commander in North America

�� 5. oversaw the war effort from London

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of thechoice that best completes the statement or answers the question. (4 points each)

�� 6. The type of farming practiced in New England wasA. subsistence. B. Tidewater. C. cash crop. D. backwater.

�� 7. The type of farming practiced in New York wasA. Tidewater. B. cash crop. C. subsistence. D. backwater.

�� 8. The most profitable cash crop in South Carolina and Georgia wasA. corn. B. lumber. C. rice. D. tobacco.

�� 9. How did England view its North American colonies?A. As an economic drain. C. As an economic resource.B. As a land of savages. D. As a place to put criminals.

�� 10. Who exemplified the Enlightenment?A. George Whitefield C. Jonathan EdwardsB. George Washington D. Benjamin Franklin

�� 11. Groups of civilians trained to fight in emergencies are calledA. a militia. B. an army. C. a confederacy. D. commandos.

�� 12. What proposal sought to unite the American colonies against the French?A. Albany Plan of Union C. United States ConstitutionB. Confederacy of England D. Bill of Rights


ScoreChapter 4 Test, Form A

Column B

A. William PittB. HarvardC. Edward BraddockD. TidewaterE. slave codes

★

43

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

The Colonies Grow


Column A

�� 1. main cash crop in Georgia

�� 2. powerful group of Native Americans

�� 3. British commander

�� 4. halted westward expansion

�� 5. Ottawa chief

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of thechoice that best completes the statement or answers the question. (4 points each)

�� 6. The type of farming practiced in New England wasA. subsistence. B. Tidewater. C. organic. D. cash crop.

�� 7. The hub of the shipping trade in North America was inA. the Ohio River valley. C. North Carolina.B. New England. D. South Carolina.

�� 8. Labor for the Southern rice fields was provided byA. enslaved Africans. C. children.B. paid workers. D. tenants.

�� 9. In the Southern Colonies, the region of small farms was called theA. Tidewater. C. mountainous region.B. backcountry. D. coastal area.

�� 10. What theory holds that a nation’s power depended on expanding its trade?A. mercantilism B. trade C. gold reserve D. expansion

�� 11. What plan called for one general government for all the American colonies?A. Iroquois Confederacy C. Bill of RightsB. Albany Plan of Union D. United States Constitution

�� 12. What British commander was sent to conquer the French in the Ohio Valley?A. Jonathan Edwards C. George WashingtonB. George Whitefield D. Edward Braddock


ScoreChapter 4 Test, Form B

(continued)

Column B

A. Iroquois ConfederacyB. Jeffrey AmherstC. PontiacD. riceE. Proclamation of 1763

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

Name __________________________________ Date ____________________ Class ____________

Social Studies Objective: The student will interpret maps to answer geographic questions, infer geographicrelationships, and analyze geographic change.

Cartographers draw maps to scale. On each map, a measured distance will represent a fixeddistance on the earth. For example, one inch on a map may represent 100 miles; however, onanother map, one inch might represent 1,000 miles. This relationship, or scale of distance, often isshown on a scale bar—a line with numbers specifying the unit of measurement and the number ofmiles or kilometers this unit represents. On some maps, scale appears as a fraction.

★ Practicing the SkillStudy the map below and complete the activity that follows.

★ Learning to Use a Scale of Distance on a MapTo measure distances on a map, use the following guidelines.

• Find the scale bar or scale fraction.• Identify the unit of measurement and the

distance that unit represents.

• Using this unit of measurement, measure thedistance between two points on the map.

• Multiply that number by the number ofmiles or kilometers represented by each unit.

ACTIVITY 4Using the Scale of Distance on a Map

Standardized Test Practice

TS

RE

HMA

MONCKTON

HAVILAND

MURRAY

WOLFE

KCODDARB

LÉVIS

AM

HERST

Va.

Del.Md.

N.J.

Pa.

Mass.N.Y.Conn.

Alexandria

Albany Boston

New York

Halifax

Ft. Necessity

Ft. Duquesne

Ft. Niagara

Ft.Frontenac

Ft.Oswego

Ft. Crown Point

Ft. William Henry

Ft. Ticonderoga

MontrealQuebec

Ft. St. John

Ft. Beauséjour

LouisbourgNEW FRANCE ACADIA

R.I.

N.H.

NOVASCOTIA

Monongahela R.

LakeOntario

ATLANTICOCEAN

LakeChamplain

Lake

Mic

higa

n

Lake Erie .RynehgellA

HudsonR.

LakeH

uron

Ohio R.

St. Lawrence

R.

LakeSuperior

N

S

EW

100 kilometers0Lambert Conic projection

100 miles0

The French and Indian War, 1754–1763

British territory

French territory

Disputed territory

British troop movements

French troop movements

British victories

French victories

Fort

City


Use with Chapter 4

Establishing Rights and Obligations

BACKGROUNDEuropean settlers arriving in the Americas established rules to govern theircommunities. When planning, they turned to the traditions of their homelands.For the British colonists, these customs included the concept of representativegovernment and recognition of individual rights. The governments these earlycolonists founded laid the groundwork for our democratic institutions.

TASKYou and your friends plan to start a school community service club. Your task isto develop and write a charter, which defines the club’s goals, establishes the rulesfor its operation, and explains the rights and duties of the officers and members.

AUDIENCEYour audience is your teacher, classmates, and other students interested injoining your club.

PURPOSEThe purpose of your project is to help you understand the process involved inestablishing a democratic organization.

PROCEDURE1. Consult the Performance Task Assessment Lists for a Cooperative Group

Management Plan and a Research Report as guides to assist you in planning,researching, and completing this project.

2. Research to find examples of charters for similar, established clubs.3. Share what you discover with your teammates and together decide what

elements you want to include in your charter. 4. As a team write a rough draft of your charter.5. Share your work with another team for feedback and suggestions.6. Revise to improve organization, clarity of detail, and precision of language. 7. Write and display the final draft of your charter. Be prepared to answer any

questions others might have about plans for your organization.

ASSESSMENT1. Use the performance task assessment lists suggested to check your work

from the planning stages through final presentation. 2. Check to see that you have included all required elements in your charter.3. Complete a final self-assessment before presenting your project.4. You and your classmates might consider using the charters to establish a

new school-based community service organization.

★

★

★

★

★

★

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

★ Performance Assessment Activity 4

tx.tarvol1.glencoe.com

http://tx.tarvol1.glencoe.com

http://www.aande.com

http://www.historychannel.com

98C

Chapter 4 Resources

SECTION 1Life in the Colonies1. Define the triangular trade and explain

how it affected American society.2. Understand how the regions in the

colonies differed from one another.3. Understand why the use of enslaved

workers increased in the colonies.

SECTION 2Government, Religion, and Culture1. Understand why the Navigation Acts

angered the colonists.2. Identify the people who had the

right to vote in colonial legislatures.

SECTION 3France and Britain Clash1. Explain how wars in Europe spread

to the American colonies.2. Understand the purpose of the

Albany Plan of Union.

SECTION 4The French and Indian War1. Explain how British fortunes

improved after William Pitt took overdirection of the war.

2. Describe how Chief Pontiac unitedhis people to fight for their land.

Assign the Chapter 4 Reading Essentials and Study Guide.

Blackline Master

Poster

DVD

Videocassette

Transparency

Music Program

CD-ROM

Audio Program

Daily Objectives Reproducible Resources Multimedia Resources

SECTION RESOURCES

Reproducible Lesson Plan 4–1Daily Lecture and Discussion Notes 4–1Guided Reading Activity 4–1*Section Quiz 4–1*Reteaching Activity 4–1*Reading Essentials and Study Guide 4–1Enrichment Activity 4–1




Daily Focus Skills Transparency 4–1Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

Daily Focus Skills Transparency 4–2American Music: Hits Through HistoryInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

Daily Focus Skills Transparency 4–3 Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

Daily Focus Skills Transparency 4–4Vocabulary PuzzleMaker CD-ROMInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

KEY TO ABILITY LEVELS

Teaching strategies have been coded.

L1 BASIC activities for all students L3 CHALLENGING activities for above-average students

L2 AVERAGE activities for average to above-average ENGLISH LANGUAGE LEARNER activitiesstudents

ELL

*Also Available in Spanish

PRE-AP PRE-ADVANCED PLACEMENT activities

98D

Chapter 4 Resources

David MayoGalvin Middle SchoolWakefield, MA

A Cooperative Chapter ReviewStudent groups will analyze, review, and creativelypresent their ideas concerning each of four sectionsof this chapter. First, organize the class into fourgroups and assign each group one of the chapter’sfour sections to review. Have groups list the maintopics and ideas in their sections. Then divide the listso that each group member is responsible for onepart of it. For homework students should write shortreports about their items. Have students share theirreports. Each group can decide how to present theirmaterial to the class: a play, a lecture, or a “chartshow,” where they share visual charts and picturesexplaining the section. Allow students time torehearse their presentations. For homework, studentsshould begin preparing materials that will be needed,such as props, costumes, speeches, or charts. Whilegroups one and two make presentations, groupsthree and four should take notes, and vice versa.Once all groups have made their presentations,review the chapter information.

From the Classroom of . . .Teacher’s Corner

The following articles relate to this chapter.

• “Treasure from the Silver Bank,” by Tracy Bowden, July 1996.

• “David Thompson,” by Priit J. Vesilind, May 1996.• “The Cruelest Commerce: African Slave Trade,” by

Colin Palmer, September 1992.

INDEX TONATIONAL GEOGRAPHIC MAGAZINE

NATIONAL GEOGRAPHIC SOCIETYPRODUCTS AVAILABLE FROM GLENCOE

To order the following products for use with this chapter, contact your local Glencoe sales representative, or call Glencoe at 1-800-334-7344:

• PictureShow: Story of America Library, Part 1 (CD-ROM)• PictureShow: Colonial America (CD-ROM)• PictureShow: Native Americans 1 and 2 (CD-ROM)• PicturePack: Native Americans 1 and 2 (Transparencies)• PicturePack: Colonial America (Transparencies)• PicturePack: Story of America Library, Part 1

(Transparencies)

ADDITIONAL NATIONAL GEOGRAPHICSOCIETY PRODUCTS

To order the following, call National Geographic at 1-800-368-2728:

• 111 Years of National Geographic Magazine (CD-ROM)• GeoKit: American History Series (Kit)• GeoKit: Colonial America (Kit)• Spain in the Americas (Map)• Exploration (Map)• Colonization and Trade in the Americas (Map)• National Geographic Desk Reference (Book)• Indians of North America (Map)• American Indians: A Brief History (Video)

• American Music: Cultural Traditions• American Art and Architecture• Outline Map Resource Book• U.S. Desk Map• Building Geography Skills for Life• Inclusion for the Middle School Social Studies Classroom

Strategies and Activities• Teaching Strategies for the American History Classroom

(Including Block Scheduling Pacing Guides)• American Crafts Hands-On Activities• American Games Hands-On Activities• American History Flash Cards

ADDITIONAL RESOURCES FROM GLENCOE

Activities that are suited to use within the blockscheduling framework are identified by:

Access National Geographic’s Web site for current events,atlas updates, activities, links, interactive features, andarchives.www.nationalgeographic.com

http://www.nationalgeographic.com

98

Why It Matters Activity

Encourage students to think about howthe spirit of independence grew in colo-nial times. How do they think the newnation, government, and cultureemerged? How do they think the newAmerican society evolved? As studentsread the chapter, have them describe andgive examples of how the spirit of inde-pendence influences American govern-ment and culture today. SS: 8.3A, 8.20F

98

The ColoniesGrow

1607–1770Why 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.

The Impact TodayAmericans continue to value independence. For example:

• The right to practice one’s own religion freely is safeguarded.

• Americans value the right to express themselves freely and to make their own laws.

The American Republic to 1877 Video The chapter 4 video, “MiddlePassage: Voyages of the Slave Trade,” examines the beginnings of the slave trade,focusing on the Middle Passage.

c. 1570• Iroquois Confederacy

formed

1603• Tokugawa Shogunate

emerges in Japan

1610• Galileo observes

planets and starswith telescope

1676• Bacon’s

Rebellion

CHAPTER 4 The Colonies Grow

1550 1600 1650

1644• Qing Dynasty

established inChina

1651• First Navigation Act

regulates colonial trade

IntroducingCHAPTER 4Introducing

CHAPTER 4

TWO-MINUTE LESSON LAUNCHERTWO-MINUTE LESSON LAUNCHERThe new nation and culture emerged partly because of the diverse peoples and cultural elementsthat colonization brought together. In the early years, the Middle Colonies were the most diverse ofall the colonies. Today diversity is found in regions across the United States. Have students find atleast 10 examples of today’s diversity from different regions throughout the country—in place-names, words, customs, foods, and so on.

Refer to Activity 4 in the Performance AssessmentActivities and Rubrics booklet.

PerformanceAssessment

MJThe American Republic to1877 Video ProgramTo learn more about the history of theslave trade, have students view theChapter 4 video “Middle Passage:Voyages of the Slave Trade” from TheAmerican Republic to 1877 VideoProgram.

Available in DVD and VHS

MindJogger VideoquizUse MindJogger Videoquiz to preview the Chapter 4 content.

Available in VHS

ELA: Page 98: 8.13D; Page 99:8.10L, 8.13D

Student Edition TEKS

99

99

1700s• Enslaved Africans

brought to America

1763• Proclamation

of 1763

1689• English Bill of

Rights signed

1690• Locke’s Two

Treatises ofGovernment

HISTORY

Chapter OverviewVisit and click on Chapter 4—Chapter Overviews to pre-view chapter information.


The South Side of St. John’s Street by Joseph B. Smith This painting

shows a quiet neighborhood in New York City during the late 1760s.


1700 1750

c. 1740• Great Awakening

peaks

1754• French and

Indian War begins

1702• England and

France at war

1748• Montesquieu’s The

Spirit of Laws

Social Studies TAKS tested at Grade 8: Obj 5:8.30B, Obj 5:8.30C

Step 1 Fold a sheet of paper from side to side,leaving a 2-inch tab uncovered along the side.

Step 2 Turn the paper and fold into thirds.

Step 3 Unfold and cut along the two insidefold lines.

Step 4 Label the foldable as shown.

Fold it so theleft edge lies2 inches fromthe right edge.

Cut along thetwo folds on

the front flap tomake 3 tabs.

Compare-Contrast Study Foldable Make thefollowing (Venn diagram) foldable to compareand contrast the peoples involved in the Frenchand Indian War.

Reading and Writing As you read about theparticipants of the war, write facts about themunder the appropriate tabs of your foldable.

The French and Indian WarFrench

and NativeAmericans

BothBritishand

Colonists

IntroducingCHAPTER 4Introducing

CHAPTER 4

HISTORY

Introduce students to chapter con-tent and key terms by having themaccess Chapter Overview 4 at

By 1760 New York City had grown to be among the largest colonial cities. Its growth was favored byits sheltered harbor and driven by coastal, river, and ocean trade. This painting shows a differentside to bustling New York City, which boasted shipyards, refineries, mills, and a slave market in the1700s. Have students examine the painting. Ask students to describe how the artist tries to illustratea prosperous middle-class neighborhood in New York City. (The homes are large, the people arewell dressed, and the buildings and streets are clean.) SS: 8.30C; ELA: 8.13D

More About the Art

Purpose Use this activity to deter-mine what students know and under-stand about the French and IndianWar. Students will compare and con-trast the reasons, allies, and strate-gies of the two sides in the war byusing a Venn diagram. Explain to students that differences are listed inthe outer parts of the circles on Venndiagrams, while similarities aredescribed where the circles overlap.

Have students completeReading and Study SkillsFoldables Activity 4.

As students read the chapter, havethem review the time line on pages98–99. Have students create a chartthat chronologically orders the events.SS: 8.1B, 8.30B; ELA: 8.10L;MATH: 8.1A


SOCIAL STUDIES:Page 98: 8.1A, 8.1B, 8.30C; Page99: 8.1B, 8.30B, 8.30C


http://www.glencoe.com/sec/socialstudies/ushistory/tar12003/tx/content.php4/629/1


100

1 FOCUSSection OverviewThis section describes the economic activities of thecolonies.

1700sThousands of enslaved Africansare brought to America

1750South Carolina and Georgia have thefastest-growing colonial economies

c. 1760New York City’s populationreaches 18,000

Main IdeaEach region developed a unique wayof life.

Key Termssubsistence farming, triangulartrade, cash crop, diversity, Tide-water, backcountry, overseer

Reading StrategyClassifying Information As you readSection 1, re-create the diagrambelow and describe the differences inthe economies of the New England,Middle, and Southern Colonies.

Read to Learn• what the triangular trade was and

how it affected American society.• how the regions in the colonies dif-

fered from one another.• why the use of enslaved workers

increased in the colonies.

Section ThemeEconomic Factors Ways of earning aliving varied among the colonies.

Life in theColonies

In 1760 Englishman Andrew Burnaby traveled throughout the North Americancolonies, observing American life. He could not imagine that these colonies wouldever join in union for they were as different from one another as “fire and water,”and each colony was jealous of the other. “In short, such is the difference of charac-ter, of manners, of religion, of interest, of the different colonies, that I think . . . werethey left to themselves, there would soon be a civil war, from one end of the continent to the other.”

New England ColoniesAlthough Burnaby believed that the colonies would never unite, the

colonies continued to grow. The number of people living in the colonies rosefrom about 250,000 in 1700 to approximately 2.5 million by the mid-1770s. Thepopulation of African Americans increased at an even faster rate—from about28,000 to more than 500,000.

100 CHAPTER 4 The Colonies Grow

Colonialspinning

wheel

Economic Development

New Middle SouthernEngland Colonies Colonies

Preview of Events

Guide to Reading

✦1700 ✦1750 ✦1800

Social Studies TAKS tested at Grade 8: Obj 3:8.13A; Obj 5:8.30CCHAPTER 4

Section 1, 100–106CHAPTER 4

Section 1, 100–106

Guide to Reading

Answers to Graphic: New England:small subsistence farms and busi-nesses, fishing, shipbuilding, trade;Middle Colonies: large farms, cashcrops, small-scale manufacturing,lumbering, mining, trade; SouthernColonies: large-scale plantations, useof indentured servants and enslavedAfricans

Preteaching VocabularyAsk students to define the term triangular trade. Have them reviewthe map on page 103 to check theirdefinitions.

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 4–1• Daily Lecture and Discussion Notes 4–1• Guided Reading Activity 4–1• Section Quiz 4–1• Reteaching Activity 4–1• Reading Essentials and Study Guide 4–1• Enrichment Activity 4-1

Transparencies• Daily Focus Skills Transparency 4–1

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

Project transparency and havestudents answer the question.

Available as a blacklinemaster.

DAILY FOCUS SKILLS TRANSPARENCY 4-1

Copyright © by The McGraw-Hill Companies, Inc. ANSWER: Indentured servants were higher in social rank.Teacher Tip: Tell students to carefully examine thediagram before they answer the question.UNIT

2Chapter 4

Interpreting Diagrams

Directions: Answer the following question based on the diagram.

What is the difference between the social rank of indentured servants andenslaved people?

Merchants, shipowners, clergy, landed gentry

Craft workers, farmers, shopkeepers, clerks, laborers

Indentured servants

Enslaved people

Social Structure in the English Colonies

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 4–1

ELA: Page 100: 8.10F, 8.13D;Page 101: 8.22BMATH: Page 100: 8.14A


101

2 TEACH

101CHAPTER 4 The Colonies Grow

Immigration was important to this growth.Between 1607 and 1775, almost a million peo-ple—an estimated 690,000 Europeans and278,000 Africans—came to live in the colonies.

Another reason for the growing populationwas that colonial women tended to marry earlyand have large families. It was not unusual for awoman to have seven or more children. In addi-tion America, especially New England, turnedout to be an unusually healthy place to live.Many babies survived the diseases of childhoodto become adults, and many adults lived to anold age.

Most people in New England lived in well-organized towns. In the center of the town stoodthe meetinghouse, a building used for bothchurch services and town meetings. The meet-inghouse faced a piece of land called the green,or common, where cows grazed and the citizenarmy trained. Farmers lived in the town andworked in fields on its outskirts.

Farming was the main economic activity in allthe colonies, but New England farms weresmaller than those farther south. Long winters

and thin, rocky soil made large-scale farmingdifficult. Farmers in New England practicedsubsistence farming, which means that theygenerally produced just enough to meet theneeds of their families, with little left over to sellor exchange. Most Northern farmers relied ontheir children for labor. Everyone in the familyworked—spinning yarn, preserving fruit, milk-ing cows, fencing in fields, and sowing and har-vesting grain.

EconomicsCommerce in New England

New England also had many small busi-nesses. Some people used the waterpower fromthe streams on their land to run mills for grind-ing grain or sawing lumber. Women who madecloth, garments, candles, or soap for their fami-lies sometimes made enough of these productsto sell or trade. Large towns attracted skilledcraftspeople who set themselves up as black-smiths, shoemakers, furniture makers, gun-smiths, metalsmiths, and printers.

Shipbuilding was an important industry. Thelumber for building ships came from the forestsof New England and was transported downrivers to the shipyards in coastal towns.

$

America’s Architecture

A house design called a “salt box” became popularin many areas. The design featured a square or rectangu-lar house, often with an addition in the back that providedmore living space. These houses were called salt boxesbecause they were similar in shape to the wooden box inwhich salt was kept in colonial kitchens. Where was themeetinghouse located in many towns?

Pineapples symbol-ized hospitality in colonial America.

Social Studies TAKS tested at Grade 8: Obj 2:8.12ACHAPTER 4


Section 1, 100–106

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYMaking a Display Have students work in groups to create displays or drawings showing a typicalNew England village with its green, meetinghouse, and farms; a Middle Colony city (New York orPhiladelphia) with shops, docks, and ships; and a Southern plantation with a mansion, workshops,slave cabins, dock, and fields. Assign specific tasks (constructing or drawing, researching, writinglabels, preparing a “guided tour”) to each student within a group. SS: 8.10A, 8.31D;ELA: 8.24A

ELL

Outlining the Section Havestudents outline the section, filling in appropriate materialunder these four main headings:New England Colonies, The MiddleColonies, The Southern Colonies,and Slavery. Students may usetheir outlines for study beforedoing the section review or taking the section quiz. L1SS: 8.30C; ELA: 8.13E

Daily Lecture and Discussion Notes 4–1

1. New England Colonies (Pages 100–103)

A. Immigration was an important factor to the growth of the colonies. Between 1607 and1790, almost a million people came to live in the colonies. The colonies also grew asparents had larger families, more babies survived childhood diseases, and peoplebegan living longer.

B. Most New Englanders lived in towns. Each town had a meetinghouse facing a greenwhere cows grazed and the army trained. The meetinghouse was used for both townmeetings and church services.

C. The soil in New England made farming difficult. Farming produced just enough tomeet the needs of families. This was called “subsistence farming.” The farms in NewEngland were also smaller than in the South.

D. Small businesses thrived. Skilled craftspeople, such as blacksmiths, furniture makers,and printers, started businesses. Women often produced extra candles, garments, andsoup to sell or trade.

E. Shipbuilding and fishing were important industries. Trade with Northern andSouthern Colonies and with the West Indies centered in New England. Trade with thecolonies and Europe also centered in New England. For example, manufactured goodsfrom Europe were traded for fish, furs, and fruit from New England.

F. The triangular trade route developed. Ships brought sugar and molasses from theWest Indies to New England where the molasses was made into rum. From NewEngland, rum and other manufactured foods were shipped to Africa. On the secondleg in Africa, these goods were traded for enslaved Africans. On the last leg, theenslaved Africans were taken to the West Indies where they were sold to planters. Theprofit was used to buy more molasses, and the triangular trade continued.

G. One of the worst parts of the triangular trade was called the Middle Passage. EnslavedAfricans endured inhumane treatment and conditions during the voyage across theAtlantic.


Daily Lecture and Discussion Notes

Chapter 4, Section 1

Did You Know? Tobacco was the first major export fromAmerica. By 1617 fifty thousand pounds of Virginia’s tobacco crop had been exported to England.

turn

America’s Architecture

Answer: The meetinghouse waslocated in the center of town andfaced a piece of land called the green,where cows grazed and the citizenarmy trained.

SOCIAL STUDIES:Page 100: 8.1B, 8.13A, 8.30B,8.30C; Page 101: 8.12A, 8.24A,8.30C


102

CHAPTER 4Section 1, 100–106CHAPTER 4

Section 1, 100–106

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSAuditory/Musical Enslaved Africans sang spirituals for comfort and even as a secret means ofcommunicating. Spirituals usually expressed themes of redemption from sin and slavery and hopesof a better life in the future. Check your library for recordings of spirituals that you could play forthe class. If possible, have students work with the music teacher to learn some spirituals and per-form them for other classes. SS: 8.27A, 8.27C; ELA: 8.13C

Refer to Inclusion for the Middle School Social Studies Classroom Strategies and Activities in the TCR.

Guided Reading Activity 4–1Name Date Class

Guided Reading Activity 4-1★

DIRECTIONS: Outlining Locate the heading in your textbook. Then use theinformation under the heading to help you write each answer. Use anothersheet of paper if necessary.

I. New England Colonies

A. Introduction1. What are three reasons the English colonies in America grew at a fast rate?

____________________________________________________________________2. Why were New England farms fairly small? _____________________________

B. Commerce in New England—What were two major New England industries?

_____________________________________________________________________________C. Colonial Trade—Where did New England ships sail to carry on trade?

_____________________________________________________________________________

D. Triangular Trade—Why were certain trade routes called the triangular trade routes?___________________________________________________________

E. The Middle Passage—What was the Middle Passage?_______________________

II. The Middle Colonies

A. Introduction—What two seaports became the largest cities in the colonies?

_____________________________________________________________________________B. Industries of the Middle Colonies—What were four industries of the

Middle Colonies?_______________________________________________________C. German Immigrants—What did the diversity of the Middle Colonies lead to?

_____________________________________________________________________________III. The Southern Colonies

A. Tobacco and Rice1. What was the main cash crop of Maryland and Virginia? __________________2. What was the main cash crop of South Carolina and Georgia? _____________

B. Tidewater and Backcountry—How did the Tidewater and backcountry regionsdiffer? ________________________________________________________________

IV. Slavery

A. Introduction—What were the slave codes? ________________________________B. African Traditions—What often happened to families of enslaved Africans?

Between 1768 and 1772, more than27,000 enslaved people were broughtto the colonies. The leading coloniesinvolved in this slave trade were SouthCarolina, Virginia, and Georgia.Answer: the leg of the triangular trade in which enslaved Africans were shipped to the West Indies

History


The region also relied on fishing. New Eng-landers fished for cod, halibut, crabs, oysters,and lobsters. Some ventured far out to sea tohunt whales for oil and whalebone.

Colonial TradeAs the center of the shipping trade in Amer-

ica, northern coastal cities linked the northerncolonies with the Southern Colonies, and linkedAmerica to other parts of the world. New Eng-land ships sailed south along the Atlantic coast,trading with the colonies and with islands in theWest Indies. They crossed the Atlantic carryingfish, furs, and fruit to trade for manufacturedgoods in England and Europe.

Triangular TradeThese colonial merchant ships followed many

different trading routes. Some ships wentdirectly from the colonies to England and otherEuropean ports and then back. Others followedroutes that came to be called the triangulartrade because the routes formed a triangle. Onone leg of such a route, ships brought sugar andmolasses from the West Indies to the New Eng-land colonies. In New England, the molasses

would be made into rum. Next, the rum andother manufactured goods were shipped toWest Africa where they were traded forenslaved Africans. On the final leg of the route,the enslaved Africans were taken to the WestIndies where they were sold to planters. Theprofit was used to buy more molasses—and theprocess started over.

The Middle PassageThe inhumane part of the triangular trade,

shipping enslaved Africans to the West Indies,was known as the Middle Passage. OlaudahEquiano, a young African forced onto a ship toAmerica, later described the horror of the voy-age across the Atlantic:

“I was soon put down under the decks, andthere I received such . . . [an odor] in my nostrilsas I had never experienced in my life. . . . Thecloseness of the place, and the heat of the climate, added to the number in the ship, whichwas so crowded that each had scarcely room toturn himself, almost suffocated us. . . . Theshrieks of the women, and the groans of the

dying, rendered [made] the whole a sceneof horror.”

102

A deck plan (above) revealstightly packed ranks of slaveson a ship bound from Africa tothe Americas. Once docked, the ship’s human cargo wasreplaced with rum or molasses.What does the term “MiddlePassage” refer to?

History

Slaves packed in a ship

Social Studies TAKS tested at Grade 8: Obj 3:8.13B

Language Arts In the seven-teenth century, New Englandersspoke with a Southern accent. Thisaccent, carried over from England,dominated in America until the eigh-teenth century, when Americans inNew England began speaking muchlike they do today.

ELA: Page 102: 8.11A; Page 103:8.10K, 8.22B


103


N

S

EW30°N

60°N

15°N0°

15°S

0°

60°W 30°W

THE MIDDLE PASSAGE

Enslaved persons, gold, pepper

Rum, iron, tools

Mo

lasses

Go

od

sSu

gar,m

ola

sses,

fruit

Iro

n,

clo

th

,w

eap

on

s

Clo

th, m

anufa

ctu

red

goods

Rice, tobacco, indigo, furs

Enslaved persons

Atlantic

Ocean

Pacific

Ocean

Gulf ofMexico

Caribbean Sea

AFRICA

WESTINDIES

BRITAIN

BRITISHCOLONIES

Triangular Trade Routes

Trade routes

With its trade, shipbuilding, and fishing, NewEngland’s economy flourished. Although goodfarmland was lacking in much of the region,New England’s population grew and towns andcities developed.

Explaining Where was the shipping

hub in America?

The Middle ColoniesThe Middle Colonies enjoyed fertile soil and a

slightly milder climate than New England’s.Farmers in this region cultivated larger areas of

land and produced bigger harvests than didNew Englanders. In New York and Pennsylva-nia, farmers grew large quantities of wheat andother cash crops, crops that could be sold easilyin markets in the colonies and overseas.

Farmers sent cargoes of wheat and livestockto New York City and Philadelphia for ship-ment, and these cities became busy ports. By the1760s New York, with 18,000 people, andPhiladelphia, with 24,000 people, were thelargest cities in the American colonies.

Industries of the Middle ColoniesLike the New England Colonies, the Middle

Colonies also had industries. Some werehome-based crafts such as carpentry and flour

Destination Total

British America/United States 427,000

Mexico and Central America 224,000

West Indies 4,040,000

Spanish South America 522,000

Guianas 531,000

Brazil 3,647,000

Europe 175,000

African Slave Trade1450–1870

Source: Historical Atlas of the United States; Philip D. Curtin, Atlantic Slave Trade.

Social Studies TAKS tested at Grade 8: Obj 3:8.13A Obj 2:8.12A; Obj 3:8.13A Obj 3:8.13B;Obj 5:8.30B, 8.30C

Triangular trade routes developed among the British colonies,Africa, and the West Indies.1. Comparing What did the colonies export to Africa? What

did they import from the West Indies?2. Evaluating Which part of the triangle—import or

export—do you think was most important to colonists? Why?


Section 1, 100–106

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYScience Although the colonists did not have electricity, they did use the power of wind and waterin their sawmills and grist mills. Windmills were mostly limited to coastal locations where a goodbreeze could be counted on much of the time. Using the power of moving water, mills could belocated anywhere there was a swift stream. Have students draw diagrams showing how such millsworked. Edwin Tunis’s book Colonial Craftsmen and the Beginning of American Industry is a goodsource of information and pictures. L2, SS: 8.10A, 8.31D; ELA: 8.24A; SCIENCE: 8.3EELL

Answer: northern coastal cities

Answers:1. rum, iron, tools; goods and

molasses2. Answers will vary. Students may

indicate that goods producedlocally by colonists made it possi-ble to trade and import variousgoods not readily available in thecolonies.

Slave Resistance Enslaved Africansfound ways to express their angerand resentment at their condition.Individuals might kill an overseer, poison a slaveholder, or run away.Some runaways joined bands ofother escapees; some joined NativeAmerican groups; others went tocities where they could lose them-selves in the free African Americanpopulation. More passive resistanceincluded pretending illness or follow-ing orders too literally. Actual revoltswere less common, but they didoccur. In New York in 1712, a group ofabout 30 enslaved persons set fire toa building and killed a number ofwhites. About 100 enslaved Africansstaged the Stone Rebellion in 1739 inSouth Carolina, in which 30 whiteswere killed.

What?Who?Where?When?

SOCIAL STUDIES:Page 102: 8.12A, 8.13A, 8.13B,8.13C, 8.30C; Page 103: 8.12A,8.13A, 8.13B, 8.30B, 8.30C


104

Answer: crops that could be soldeasily for a profit


Section 1, 100–106

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYPredicting Consequences Have students formulate hypotheses on the effect the slave trade had on African societies. Before students begin, point out the following: (1) Europeans providedAfricans with guns to use in capturing members of other ethnic groups for the slave trade (pro-moted violence among African groups). (2) Most captives were healthy men and women betweenthe ages of 15 and 25 (robbed African societies of their most economically productive members,as well as those most likely to have children). (3) African slave traders often received guns, alcohol,and luxury goods in return for captives (promoted social ills rather than helping develop the econ-omy). Have students use library resources to check their hypotheses. L2 SS: 8.30B; ELA: 8.11A

Tapestry weaving was common inmany cultures. Specimens have been found dating back to Egypt in1500 B.C.Answer: It is a wedding scene.

History Through Art

making. Others included larger businessessuch as lumbering, mining, and small-scalemanufacturing.

One iron mill in northern New Jerseyemployed several hundred workers, many ofthem from Germany. Other smaller ironworksoperated in New Jersey and Pennsylvania.

German ImmigrantsMost of the nearly 100,000 German immi-

grants who came to America in the colonial erasettled in Pennsylvania. Using agriculturalmethods developed in Europe, these immi-grants became successful farmers.

The Germans belonged to a number of Protes-tant groups. Together with the Dutch, Swedish,and other non-English immigrants, they gavethe Middle Colonies a cultural diversity, or vari-ety, that was not found in New England. Withthe diversity came tolerance for religious andcultural differences.

Explaining What are cash crops?

The Southern ColoniesWith their rich soil and warm climate, the

Southern Colonies were well suited to certainkinds of farming. Southern farmers could culti-vate large areas of land and produce harvests ofcash crops. Because most settlers in the SouthernColonies made their living from farming theland, they did not have the need to developcommerce or industry. For the most part, Lon-don merchants rather than local merchants man-aged Southern trade.

EconomicsTobacco and Rice

Tobacco was the principal cash crop of Mary-land and Virginia. Most tobacco was sold inEurope, where the demand for it was strong.Growing tobacco and preparing it for salerequired a good deal of labor. At first plantersused indentured servants to work in the fields.When indentured servants became scarce andexpensive, Southern planters used enslavedAfricans instead.

Slaveholders with large properties becamerich on tobacco. Sometimes, however, a surplus,or extra amounts, of tobacco on the marketcaused prices to fall and then the growers’ prof-its also fell. In time, some tobacco plantersswitched to growing other crops such as cornand wheat.

The main cash crop in South Carolina andGeorgia was rice. In low-lying areas along thecoast, planters built dams to create rice fields,called paddies. These fields were flooded whenthe rice was young and drained when the ricewas ready to harvest. Work in the rice paddiesinvolved standing knee-deep in the mud all daywith no protection from the blazing sun or thebiting insects.

$


Colonists brought traditions from their home-lands. One was the display of tapestry, a heavyfabric with a woven pattern or picture. What ishappening in this tapestry?

History Through Art

Social Studies TAKS tested at Grade 8: Obj 5:8.30C Obj 2:8.12A Obj 3:8.13A, 8.13B

Language Arts NathanielHawthorne (1804–1864) drew on his New England Puritan heritage inwriting The Scarlet Letter and TheHouse of Seven Gables, both ofwhich are set in the colonial period.One ancestor, Major WilliamHathorne (it was Nathaniel whochanged the spelling of the familyname), is described in The ScarletLetter as a “grave bearded, sable-cloaked and steeple-crowned pro-genitor.” The major was a magistrateknown for his persecution ofQuakers. His son John, also a magis-trate, presided over the infamousSalem witch trials.

ELA: Page 104: 8.10K, 8.22B;Page 105: 8.10K, 8.11D


105


Because rice harvesting required so muchstrenuous work, rice growers relied on slavelabor. Rice proved to be even more profitablethan tobacco. As it became popular in southernEurope, the price of rice rose steadily. By the1750s South Carolina and Georgia had thefastest-growing economies in the colonies.

Tidewater and BackcountryMost of the large Southern plantations were

located in the Tidewater, a region of flat, low-lying plains along the seacoast. Plantations, orlarge farms, were often located on rivers socrops could be shipped to market by boat.

Each plantation was a self-contained commu-nity with fields stretching out around a cluster ofbuildings. The planter’s wife supervised themain house and the household servants. A plan-tation also included slave cabins, barns and sta-bles, and outbuildings such as carpenter andblacksmith shops and storerooms. Even kitchenswere in separate buildings. A large plantationmight also have its own chapel and school.

West of the Tidewater lay a region of hills andforests climbing up toward the AppalachianMountains. This region was known as the back-country and was settled in part by hardy new-comers to the colonies. The backcountry settlersgrew corn and tobacco on small farms. Theyusually worked alone or with their families,although some had one or two enslavedAfricans to help.

In the Southern Colonies, the independentsmall farmers of the backcountry outnumberedthe large plantation owners. The plantationowners, however, had greater wealth and moreinfluence. They controlled the economic andpolitical life of the region.

Comparing How were the settlers

of the Tidewater different from those of the backcountry?

The Old Plantation by an unknown artistThis watercolor from the 1700s shows a tradi-tional African celebration on a Southern plan-tation. Where would you be more likelyto find enslaved African laborers—inthe Tidewater or backcountry? Why?

History Through Art

Social Studies TAKS tested at Grade 8: Obj 3:8.13B Obj 2:8.12A; Obj 3:8.13B Obj 5:8.30B;Obj 2:8.11B CHAPTER 4


Section 1, 100–106

EXTENDING THE CONTENTEXTENDING THE CONTENTLegalizing Slavery The eighteenth century marked a turning point for African Americans. At thattime colonial assemblies made slavery in America legal by passing slave codes. Only one factordetermined whether a person was subject to slave codes—color. Any African ancestry was enoughto classify a person as black.

Answer: Wealthy and influential tidewater planters had large, self-contained plantations that used slavelabor; backcountry farmers had littlepolitical and economic influence andworked small, family-run farms.

Answer: in the Tidewater becauseplantations were large and dependedon slave labor to handle large quanti-ties of crops

History Through Art

3 ASSESSAssign Section 1 Assessment as homework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.

Section Quiz 4–1

★

Section Quiz 4-1


Column A

�� 1. important New England industry

�� 2. crops that sold easily

�� 3. cultural variety

�� 4. near Appalachian Mountains

�� 5. governed slaves

DIRECTIONS: Multiple Choice In the blank at the left write the letter of the


ScoreChapter 4

Column B

A. cash cropsB. backcountryC. slave codesD. shipbuildingE. diversity

SOCIAL STUDIES:Page 104: 8.12A, 8.13A, 8.13B,8.24A, 8.30C; Page 105: 8.11B,8.12A, 8.13A, 8.13B, 8.30B, 8.30C


106

Checking for Understanding1. Key Terms Use each of these terms

in a sentence that will help explain itsmeaning: subsistence farming, triangular trade, cash crop.

2. Reviewing Facts Identify the variouseconomic activities carried on in theMiddle Colonies.

Reviewing Themes3. Economic Factors How did New

England’s natural resources help itscommerce?

Critical Thinking4. Comparing How did farming in

New England compare with farmingin the Southern Colonies? Use a chart like the one below to answerthe question.

5. Making Inferences How do youthink plantation owners in the South-ern Colonies justified their use ofenslaved Africans?

Analyzing Visuals6. Geography Skills Study the map on

page 103. What goods were tradedfrom the British Colonies to GreatBritain? From the West Indies to theBritish Colonies?

SlaveryMost enslaved Africans in North America

lived on plantations. Some of the Africans didhousework, but most worked in the fields andoften suffered great cruelty. The large plantationowners hired overseers, or bosses, to keep theslaves working hard.

By the early 1700s, many of the colonies hadissued slave codes, strict rules governing thebehavior and punishment of enslaved Africans.Some codes did not allow slaves to leave theplantation without written permission from themaster. Some made it illegal to teach enslavedpeople to read or write. They usually allowedslaves to be whipped for minor offenses andhanged or burned to death for serious crimes.Those who ran away were often caught andpunished severely.

African TraditionsAlthough the enslaved Africans had strong

family ties, their families were often torn apart.Slaveholders could split up families by selling aspouse, a parent, or a child to another slave-holder. Slaves who worked on plantations founda source of strength in their African roots. Theydeveloped a culture that drew on the languages,customs, and religions of their West Africanhomelands.

Some enslaved Africans learned trades suchas carpentry, blacksmithing, or weaving. Skilledworkers could sometimes set up shops, sharingtheir profits with the slaveholders. Those luckyenough to be able to buy their freedom joinedthe small population of free African Americans.

Criticism of SlaverySlavery was one reason for the economic suc-

cess of the Southern Colonies. That success,however, was built on the idea that one humanbeing could own another. Some colonists did notbelieve in slavery. Many Puritans refused tohold enslaved people. In Pennsylvania, Quakersand Mennonites condemned slavery. Eventuallythe debate over slavery would erupt in a bloodywar, pitting North against South.

Describing What did slave codes do?


Informative Writing Imagine youlive in New England in the 1750sand are visiting cousins on a farmin the Carolinas. Write a letter to a friend at home describing yourvisit to the farm.

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.

Banning Slavery

Similarities Differences

New England

Southern Colonies

Social Studies TAKS tested at Grade 8: Obj 3:8.13BCHAPTER 4


Section 1, 100–106

4 CLOSEHave students speculate on howhistory might have been differ-ent if slavery had not beenallowed. SS: 8.30B

Answer: They governed the behaviorand punishment of enslaved people.

Name Date Class

★ Enrichment Activity 4-1 ★★

Growing by the MillionsColonial Population: 1610–1770

1,000

900

800

700

600

500

400

300

ulat

ion

in t

hous

ands

Enrichment Activity 4–1

Reteaching Activity 4–1Name Date Class

Reteaching Activity 4-1★

DIRECTIONS: Organizing Facts The numbered items in the Fact Bank are char-acteristics of the American colonies. Complete the web diagram by writing thenumber of each item in the correct circle on the chart. An item may fit in morethan one group.

ColonialLifeNew England

Colonies��

Southern

MiddleColonies

��

Reading Essentials and Study Guide 4–1

For use with textbook pages 100–106

LIFE IN THE COLONIES

Study GuideChapter 4, Section 1

KEY TERMS

subsistence farming Farming to produce enough food to meet the needs of a family, with little left over to sell or exchange (page 101)

triangular trade Merchant shipping routes that follow a triangle between the West Indies, New England Colonies, and West Africa (page 102)

cash crop Crops that are sold for profit (page 103)

diversity Cultural variety (page 104)

Tidewater A region of flat, low-lying plains along the seacoast (page 105)

backcountry Region of hills and forests west of the Tidewater (page 105)

overseer Boss in charge of slaves on a plantation (page 106)

1. Student work should reflect correctuse of terms. SS: 8.31A

2. cash crops, small-scale manufac-turing, lumbering, mining, tradeSS: 8.11B

3. Streams and rivers powered millsand transported materials; forestsprovided lumber for shipbuilding;access to the ocean encouraged

trading. SS: 8.12A4. New England—Similarities: main

economic activity; Differences:small subsistence farms worked byfamily members, long winters;Southern Colonies—Similarities:main economic activity;Differences: large scale plantations,cash crops, slave labor SS: 8.11B

5. Answers will vary but should indi-cate that owners felt that it wasnecessary to keep the economystrong. SS: 8.30D

6. rice, tobacco, indigo, furs; goodsand molasses SS: 8.10B

Interdisciplinary Activity Lettersshould describe a plantation.ELA: 8.15A

ELA: Page 106: 8.10K, 8.11A,8.15A, 8.15E; Page 107: 8.10K,8.15C


107

ANSWERS TO ANALYZING LITERATURE1. They were penned up together like sheep, then sold

with no regard for family groups.

2. Students should recognize that he would not havewritten about the cruel treatment and separation offamily members if he supported slavery. His first-hand experience would teach him its injustice.

Interdisciplinary ActivityDialogues should reflect an understanding of the familymembers’ fears and sorrow.

Reinforcing VocabularyReview the Reader’s Dictionaryterms with students to be surethey understand any unfamiliarterms.

Historical ConnectionOlaudah Equiano survivedagainst great odds. Millions ofother Africans were killed dur-ing capture or perished aboardthe vastly overcrowded andunsanitary ships.

Background InformationSetting The excerpt takes placeat the end of the voyage fromAfrica to America.

Characters Equiano is the maincharacter. Other charactersinclude ship captives and various slaveholders.

Plot The Kidnapped Prince tellsEquiano’s story from his life in Africa before his capturethrough the terrifying voyageand slave auction to his eventualpurchase of freedom.

Team Teaching This selectionfrom The Kidnapped Prince may beimplemented in a team-teaching context, in conjunction withEnglish/Language Arts.

HISTORY

Refer to foradditional Glencoe Literature titles, lesson plans, and study guidesrelated to this unit.

L I T E R AT U R EL I T E R AT U R E

The Kidnapped PrinceOlaudah Equiano (c. 1750–1797)

Olaudah Equianowas 11 years oldwhen he and his sister werekidnapped andbrought to theWest Indies,

where they were enslaved. Hislife story includes memories of his childhood in Africa. Hewrote his story after receivingthe name Gustavus Vassa fromone of his masters and buyinghis freedom. Published duringthe time of the movement toend slavery, Equiano’s workbecame a best-seller.

READ TO DISCOVER

This selection begins after Olaudah and his sister havebeen kidnapped and forced toendure the terrifying trip acrossthe Atlantic Ocean aboard aslave ship. As you read, thinkabout what life must have beenlike for Africans who were soldinto slavery.

READER’S DICTIONARY

parcel: grouplots: groupstoil: work

Right away we were taken toa merchant’s yard, where wewere all penned up together

like so many sheep. When I lookedout at the town, everything wasnew to me. The houses were builtwith bricks, in stories, and werecompletely different from any I hadseen in Africa. I was still moreastonished at seeing people onhorseback. . . .

We were not many days in themerchant’s custody before we weresold—like this:

Someone beat a drum. Then allthe buyers rushed at once into theyard where we were penned tochoose the parcel of us that theyliked best. They rushed from onegroup of us to another, withtremendous noise and eager faces,terrifying us all.

Three men who were sold werebrothers. They were sold in differentlots. I still remember how theycried when they were parted. Prob-ably they never saw each otheragain.

I didn’t know it, but this hap-pened all the time in slave sales.Parents lost their children; brotherslost their sisters. Husbands losttheir wives.

We had already lost our homes,our countries, and almost everyonewe loved. The people who did theselling and buying could have done

it without separating us from ourvery last relatives and friends. Theyalready could live in riches from ourmisery and toil. Whatpossible advantagedid they gain fromthis refinement ofcruelty?

From The Kid-napped Prince byOlaudah Equiano.Adapted by AnnCameron. Copy-right © 1995 byAnn Cameron.Reprinted by per-mission of AlfredA. Knopf, Inc.

ANALYZING LITERATURE

1. Recall and Interpret How didthe Africans feel as they werebeing sold?

2. Evaluate and Connect Do youthink Olaudah Equiano supportsslavery? Explain.

Interdisciplinary Activity

Descriptive Writing Re-read theexcerpt and think about what itmust have been like to be sepa-rated from family members. Write a dialogue you think might occurbetween two family members asthey are about to be separatedfrom each other.

107


SOCIAL STUDIES:Page 106: 8.2B, 8.10B, 8.11B,8.12A, 8.13A, 8.13B, 8.30B, 8.30C,8.30D, 8.31A, 8.31D; Page 107:8.30B, 8.30C


http://tx.tarvol1.glencoe.com

108

1 FOCUSSection OverviewThis section examines colonialgovernment, religion, and culture.

1636Harvard Collegeis established

1693College of Williamand Mary is founded

1732Benjamin Franklinpublishes PoorRichard’s Almanack

c. 1740Great Awakening sweepsthrough the colonies

Main IdeaThe ideals of American democracyand freedom of religion took rootduring the colonial period.

Key Termsmercantilism, export, import, smug-gling, charter colony, proprietarycolony, royal colony, apprentice, literacy

Reading StrategyOrganizing Information As you readthe section, re-create the diagrambelow and identify the three types ofEnglish colonies.

Read to Learn• why the Navigation Acts angered

the colonists.• who had the right to vote in colo-

nial legislatures.

Section ThemeContinuity and Change The roots ofAmerican democracy, freedom of reli-gion, and public education are foundin the American colonial experience.

Government, Religion,and Culture

“Fish and Visitors stink after three days.”“Beware of little Expenses: a small Leak will sink a great Ship.”“No gains without pains.”Benjamin Franklin wrote these and other witty sayings for his annual book,Poor Richard’s Almanack. The last saying—”No gains without pains”—wasparticularly true in the American colonies in the late 1600s.

English Colonial RuleIn his writings, Benjamin Franklin celebrated a new American spirit. This

spirit signaled that Americans were beginning to view themselves differentlyfrom the way Great Britain viewed them.

Trouble was brewing in England—and in the colonies—during the mid-1600s. England’s monarchy had been restored with Charles II on the throne, butmany people were not satisfied with his rule. James II, Charles’s successor,


Types of colonies

Preview of Events

Guide to Reading

✦1630 ✦1670 ✦1710 ✦1750

From Poor Richard’sAlmanack

Social Studies TAKS tested at Grade 8: Obj 5:8.30CCHAPTER 4


Section 2, 108–113

Guide to Reading

Answers to Graphic: charter; propri-etary; royal

Preteaching VocabularyPoint out that the term apprentice isderived from a Latin word meaning“to grasp.” Have students read thedefinition on page 112, and speculateon the connection between appren-tice and grasp. (An apprentice tries to grasp the skills of the craft.)


Reproducible Masters• Reproducible Lesson Plan 4–2• Daily Lecture and Discussion Notes 4–2• Guided Reading Activity 4–2• Section Quiz 4–2• Reteaching Activity 4–2• Reading Essentials and Study Guide 4–2• Enrichment Activity 4–2


MultimediaAmerican Music: Hits Through HistoryInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM




Copyright © by The McGraw-Hill Companies, Inc. ANSWER: CTeacher Tip: Students should use the art to answer thequestion.UNIT

2Chapter 4

Making Inferences

Directions: Answer the following question.

Which of the following describes the colonial game cat’s cradle?

A players try to lift and carry a player who has rolled up tight like ahoney pot jar

B a spinning toy made in the shape of a man with arms that move ashe spins

C a game using set patterns of string are passed from one player’shands to another player’s hands

D players roll large hoops along the ground, guiding them with sticks



ELA: Page 108: 8.10F, 8.13E;Page 109: 8.10K


109


Ben Franklin learnedthe printer’s trade as ayoung man. By the timehe was 23, he owned hisown newspaper inPhiladelphia. Soon after-ward he began publish-ing Poor Richard’sAlmanack, a calendarfilled with advice, phi-losophy, and wise say-ings, such as “Early tobed, early to rise, makes

a man healthy, wealthy,and wise.”

Franklin was deeplyinterested in science. Heinvented the lightningrod, bifocal eyeglasses,and the Franklin stove forheating. Energetic andopen-minded, Franklinserved in the Pennsylva-nia Assembly for manyyears. He founded a hos-pital, a fire department,

America’s first lendinglibrary, and an academyof higher learning thatlater became the Univer-sity of Pennsylvania.

Franklin’s greatestservices to his fellowAmericans would comeduring the 1770s. As astatesman and patriot,Franklin would helpguide the colonies towardindependence.

attempted to take back the powers Parliamenthad won during the English Civil War. He alsotried to tighten royal control over the colonies.

In 1688 Parliament took action. It forced outJames and placed his daughter Mary and herDutch husband, William of Orange, on thethrone. This change, which showed the power ofthe elected representatives over the monarch,came to be known as the Glorious Revolution.

William and Mary signed an English Bill ofRights in 1689 guaranteeing certain basic rightsto all citizens. This document became part of theheritage of English law that the Americancolonists shared. It later inspired the people whocreated the American Bill of Rights.

England viewed its North American coloniesas an economic resource. The colonies providedEngland with raw materials. English manufac-turers used these materials to produce finishedgoods, which they sold to the colonists. Thisprocess followed an economic theory called mercantilism. This theory states that as anation’s trade grows, its gold reserves increase,

and the nation becomes more powerful. Tomake money from its trade, England had toexport, or sell abroad, more goods than itimported, or bought from foreign markets.

To make certain that only England benefitedfrom trade with the colonies, Parliament passeda series of laws between 1651 and 1673. Theselaws, called the Navigation Acts, directed theflow of goods between England and thecolonies. Colonial merchants who had goods tosend to England could not use foreign ships—even if those ships offered cheaper rates. TheNavigation Acts also prevented the colonistsfrom sending certain products, such as sugar ortobacco, outside England’s empire.

Some colonists ignored these laws and begansmuggling, or trading illegally with othernations. Controls on trade would later causeeven more conflict between the Americancolonies and England.

Examining How did mercantilism

help England and hurt the colonists?

Social Studies TAKS tested at Grade 8: Obj 4:8.16A Obj 1:8.4A Obj 1:8.4B CHAPTER 4


Section 2, 108–113

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYProducing a Play Have students work in groups to produce plays about the lives of colonialchildren and teens. Possible topics include school, work, games and toys, home chores, andapprenticeships. Divide tasks (writing dialogue, researching, creating props, making costumes,and acting) according to the skills of the group members. As each group presents its play, haveclassmates write impressions about what was especially effective, as well as suggestions forimprovement. L1, SS: 8.31D; ELA: 8.15EELL

Identifying the Significance of Events After students haveread the section, have themexplain the importance of eachof the following: GloriousRevolution, English Bill ofRights, Navigation Acts, GreatAwakening, Enlightenment.Students may work in pairs,with one student giving theexplanation and the other identifying the term. L1SS: 8.26B; ELA: 8.10F

Answer: England grew wealthier,whereas the colonists weredependent on England for trade.

At age 13 Benjamin Franklin wasapprenticed to his brother James, aprinter. Benjamin devoted his sparetime to self-education. In 1721 hisbrother James began the NewEngland Courant. At age 15, Benjamindelivered the newspaper by day andwrote anonymous articles at night.

2 TEACHDaily Lecture and Discussion Notes 4–2

I. English Colonial Rule (Pages 108–109)

A. In the mid-1600s, the English monarchy saw Charles II and then James II rule. James IItried to tighten royal control over the colonies, but in 1688 he was forced out by theEnglish Parliament. Mary, his daughter, and her husband, William, ruled. This powerof elected representatives over the monarch was known as the Glorious Revolution.

B. The English Bill of Rights, signed by William and Mary in 1689, guaranteed certain




Did You Know? The “Great Awakening” of the 1730s and 1740scalled for a greater involvement of faith in God in daily life. On theother side, the “Enlightenment” of the 1770s questioned suchinvolvement of faith and called for a smaller role for God in thedaily affairs of people.

SOCIAL STUDIES:Page 108: 8.1B, 8.30B, 8.30C;Page 109: 8.4A, 8.4B, 8.16A,8.30C


110

Citizenship

Colonial GovernmentThe English colonists brought with them

ideas about government that had been develop-ing in England for centuries. By the 1600s theEnglish people had won political liberties, suchas trial by jury, that were largely unknown else-where. At the heart of the English system weretwo principles of government. These princi-ples—limited government and representativegovernment—greatly influenced the develop-ment of the United States.

By the time the first colonists reached NorthAmerica, the idea that government was not all-powerful had become an accepted part of the English system of government. The idea firstappeared in the Magna Carta that King Johnwas forced to sign in 1215. The Magna Cartaestablished the principle of limited government,in which the power of the king, or government,

was limited. This document provided for pro-tection against unjust punishment and againstthe loss of life, liberty, and property, exceptaccording to law. ; (See page 611 of the Appendix for

excerpts from the Magna Carta.)

As the colonies grew, they relied more andmore on their own governments to make locallaws. By the 1760s there were three types ofcolonies in America—charter colonies, propri-etary colonies, and royal colonies.

Charter ColoniesConnecticut and Rhode Island, the charter

colonies, were established by settlers who hadbeen given a charter, or a grant of rights andprivileges. These colonists elected their owngovernors and the members of the legislature.Great Britain had the right to approve the gov-ernor, but the governor could not veto the acts ofthe legislature.


The Great Awakening is the namefor the powerful religious revival thatswept over the colonies beginning inthe 1720s. Christian ministers suchas George Whitefield and JonathanEdwards preached throughout thecolonies, drawing huge crowds. TheGreat Awakening had a lastingeffect on the way in which thecolonists viewed themselves, theirrelationships with one another,and their faith.

• Jonathan Edwards, George Whitefield, andothers preach of the need for a revival of religious belief.

• Awareness of the importance of religion inpeople’s lives grows.

• A religious revivalsweeps throughAmerica in the mid-1700s.

The Great Awakening

Jonathan Edwards

Social Studies TAKS tested at Grade 8: Obj 4:8.16A Obj 5:8.30A Obj 1:8.2BCHAPTER 4


Section 2, 108–113

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSVerbal/Linguistic Each of the thirteen colonies was divided into counties, as are the 50 statestoday. (In Louisiana they are called parishes.) Have students find out the name of their county,what the county government does, and how it is organized. Have students present their findings in written form and include an organizational chart. SS: 8.30C; ELA: 8.10L


Traveling revivalist ministers touredthe colonies, attracting large crowds.They were welcomed for promotingreligious zeal, gaining converts, andincreasing church membership. Thismovement provided a sense of con-nection among the colonists, whichproved beneficial during theAmerican Revolution. Some mem-bers of the established churchesrejected the revival because of itsemotionalism. Since other memberssupported the revival, denomina-tions divided into separate churches.Ask: How do you think a sense ofAmerican nationality affected thecolonists? (Students may note thatmany colonists began to share thebelief that the colonies should beindependent from England.)

American Art and Music,Edward Winslow

American Music: Hits ThroughHistory, “Beausoleil”

History and theHumanities

ELA: Page 110: 8.13D; Page 111:8.10E, 8.13D


111

111

Proprietary ColoniesThe proprietary colonies—Delaware, Mary-

land, and Pennsylvania—were ruled by propri-etors. These were individuals or groups towhom Britain had granted land. Proprietorswere generally free to rule as they wished. Theyappointed the governor and members of theupper house of the legislature, while thecolonists elected the lower house.

Royal ColoniesBy the 1760s Georgia, Massachusetts, New

Hampshire, New Jersey, New York, North Car-olina, South Carolina, and Virginia were royalcolonies. Britain directly ruled all royal colonies.In each, the king appointed a governor and coun-cil, known as the upper house. The colonistselected an assembly, called the lower house. The

governor and members of the council usually didwhat the British leaders told them to do. How-ever, this often led to conflict with the colonists inthe assembly, especially when officials tried toenforce tax laws and trade restrictions.

Voting RightsColonial legislatures gave only some people a

voice in government. Generally, white men whoowned property had the right to vote; however,most women, indentured servants, landless poor,and African Americans could not vote. In spiteof these limits, a higher proportion of people wasinvolved in government in the colonies than any-where in the European world. This strong partic-ipation gave Americans training that wasvaluable when the colonies became independent.

Drawing Inferences How did the

Magna Carta affect government in the colonies?

80°W

30°N

70°W

40°N

AP

PA

LA

CH

IA

NM

OU

NT

AI

NS

ATLaNTIC

OCEaN

Lake Ontario

LakeErie

St. L

awre

nce

R. ME.

(Part ofMASS.)

N.H.

MASS.

R.I.CONN.

N.Y.

PA.

MD.

VA.

N.C.

S.C.

GA.

DEL.

N.J.

Portsmouth

BostonPlymouth

Providence

Hartford

New Haven

New York City

Philadelphia

Baltimore

Williamsburg

Jamestown

CharlesTown

Savannah200 kilometers0

200 miles0

Albers Conic Equal-Area Projection

N

S

EW

• New religious groups such as the Baptists, Methodists, and Presbyterianstake root.

• Emphasis on education grows.

• Belief grows that all people are equalbefore God.

• Produces a sense of American unityprior to the American Revolution.

The impact of theGreat Awakening wasfirst felt in the Middle

Colonies.

By the 1740s theGreat Awakening hadgrown strong in theSouthern Colonies

through the influenceof traveling preacherssuch as SamuelDavies and GeorgeWhitefield.

The Great Awakeningstimulated the growthof educational institu-tions in the New

England Colonies.


GeorgeWhitefield New England Colonies

Middle Colonies

Southern Colonies

Social Studies TAKS tested at Grade 8: Obj 1:8.2B Obj 4:8.3A

Thirteen Colonies CHAPTER 4Section 2, 108–113CHAPTER 4

Section 2, 108–113

Answer: It established the principleof limited government in which thepower of the monarchy or govern-ment was limited. As the coloniesgrew, more of their governmentsmade local laws.



DIRECTIONS: Recalling the Facts Use the information in your textbook toanswer the questions. Use another sheet of paper if necessary.

1. What were the major contributions and accomplishments of Benjamin

Franklin?________________________________________________________________

2. How did the Navigation Acts ensure that only England could benefit from trade

with the American colonies? ______________________________________________

3. What were the two charter colonies? _______________________________________

4. Who established the charter colonies? ______________________________________

5. What were the three proprietary colonies? __________________________________

��

6. Who ruled the proprietary colonies? _______________________________________

7. What were the seven royal colonies? _______________________________________

��

8. Who ruled the royal colonies? _____________________________________________

9. Who had the right to vote in colonial America? ______________________________

10. Why did the Puritans of New England come to America? _____________________

��

11. When did the Great Awakening occur? _____________________________________

12. What roles did women have in colonial America? ____________________________

13. Where were women allowed to participate in decision making? _______________

��

14. When did the Massachusetts Puritans pass the first public education law?

��

15. What was the main idea of the Enlightenment?

��

Cooper, Smith, Wright Many propernames come from occupations. Forexample, a cooper was a person whomade wooden tubs or barrels. A smithwas a metalworker. A wright was a per-son who made something (wheelwright,playwright).

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYDaily Life Point out that Benjamin Franklin made a number of contributions to Philadelphia,including building a library, a fire department, and a college. Have students choose a public servicethat they can perform. Possibilities include cleaning up a stream, a vacant lot, or graffiti; getting astreetlight installed on a dark street or parking lot; setting up a book swap; holding a canned goodsdrive for the needy. Students should write an article for the local paper to announce the event andto ask for community volunteers if needed. L1, SS: 8.31D; ELA: 8.15BELL

SOCIAL STUDIES:Page 110: 8.2B, 8.3C, 8.16A,8.30A, 8.30B, 8.30C; Page 111:8.2B, 8.3A, 8.30B, 8.30C


112

ColonialPrintingPressLife in the colonies oftenrevolved around local print-ers who produced pam-phlets, small flyers, books,and newspapers. The firstprinting press in the Ameri-can colonies was estab-lished by Stephen Daye in 1639.

A sheet of paper is fitted into thepaper holder, which is then foldedon top of the type form.

1

2

Type form was slidunder the raisedplaten.

4

Type is made up oflarge numbers of singleletters that can bemoved andreused.

The platen presses the paper ontothe inked type.

5

An Emerging CultureFrom the 1720s through the 1740s, a religious

revival called the Great Awakening sweptthrough the colonies. In New England and theMiddle Colonies, ministers called for “a newbirth,” a return to the strong faith of earlier days.One of the outstanding preachers was JonathanEdwards of Massachusetts. People thought thathis sermons were powerful and convincing.

The English preacher George Whitefield,who arrived in the colonies in 1739, helpedspread the religious revival. Whitefield inspiredworshipers in churches and open fields fromNew England to Georgia. The Great Awakeningled to the formation of many new churches.

Family RolesThroughout the colonies, people adapted their

traditions to the new conditions of life in Amer-ica. Religion, education, and the arts contributed

to a new American culture. The family formedthe foundation of colonial society.

A colonial farm was both home and work-place. Mothers and fathers cared for their chil-dren. Women cooked, made butter and cheese,and preserved food. They spun yarn, madeclothes, and tended chickens and cows. Menworked in the fields and built barns, houses, andfences. In many areas, women worked in thefields next to their husbands.

Men were the formal heads of the house-holds. They managed the farms and repre-sented the family in community affairs. Inchurch matters, however, women also partici-pated in making decisions. Families oftenarranged for their sons to work as indenturedservants for farmers or to serve as apprentices,or learning assistants, to craft workers whotaught them a trade. Married women were con-sidered under their husbands’ authority andhad few rights.

112

Paper was put in the paperholder. Once the paper wasremoved, it was hung up todry on clothes lines. Thelines were called flys andthe printed papers becameknown as flyers.

The horizontal leverlowered or raised theplaten.

3

paper holder1

type form4

horizontal lever3

platen2

paper5


Section 2, 108–113

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYComparing and Contrasting Two movements that influenced the belief systems of individualsand groups in the 1700s were the Great Awakening and the Enlightenment. Pair students toresearch another movement that affected Americans. Then have them create a two-column list fortheir movement. One column should list the similarities their movement has compared to theEnlightenment or the Great Awakening, and the other column should list the differences. Have students share their lists with the class. L2 SS: 8.30C; ELA: 8.11D

Reteaching Activity 4–2



Section Quiz 4–2

Name Date Class


DIRECTIONS: Multiple Choice In the blank at the left, write the letter ofthe choice that best answers the question.

�� 1. What laws directed trade between England and the colonies?A. English Bill of Rights C. Navigation ActsB. Monroe Doctrine D. Manifest Destiny

�� 2. Who were colonists in charter colonies allowed to elect?A. governor only C. both houses of legislatureB. no one D. governor and both houses

�� 3. Who were colonists in proprietary colonies allowed to elect?A. governor only C. both houses of legislatureB. upper house only D. lower house only

Section Quiz 4-2


Column A

�� 1. economic theory

�� 2. trading illegally

�� 3. royal colonies

�� 4. religious revival

�� 5. learning assistant to craft worker

★


ScoreChapter 4

Column B

A. Britain ruledB. Great AwakeningC. smugglingD. apprenticeE. mercantilism

Typesetting Colonial typesetting, orcomposition, differed very little fromthe method invented about 300 yearsearlier by Johannes Gutenberg. It wasnot until the late 1880s that machines(linotype and monotype) wereinvented that greatly increased typesetting efficiency.

ELA: Page 112: 8.13D; Page 113:8.10K, 8.11A, 8.13D


113

The colonies’ early colleges were founded totrain ministers. The first was Harvard College,established in 1636 by the Puritans in Cam-bridge, Massachusetts. Anglicans foundedWilliam and Mary College in Virginia in 1693.

The EnlightenmentBy the middle of the 1700s, many educated

colonists were influenced by the Enlightenment.This movement, which began in Europe, spreadthe idea that knowledge, reason, and sciencecould improve society. In the colonies, the En-lightenment increased interest in science. Peopleobserved nature, staged experiments, and pub-lished their findings. The best known Americanscientist was Benjamin Franklin.

Freedom of the PressIn 1735 John Peter Zenger of the New York

Weekly Journal faced charges of libel for printing acritical report about the royal governor of NewYork. Andrew Hamilton argued that free speechwas a basic right of English people. He defendedZenger by asking the jury to base its decision onwhether Zenger’s article was true, not whether itwas offensive. The jury found Zenger not guilty.At the time the case attracted little attention, buttoday it is regarded as an important step in thedevelopment of a free press in America.

Analyzing What was the impact of

the Great Awakening?

Checking for Understanding1. Key Terms Use each of these terms

in a complete sentence that will helpexplain its meaning: export, chartercolony, proprietary colony,apprentice, literacy.

2. Reviewing the Facts Identify somecontributions of women inside andoutside the home.

Reviewing Themes3. Continuity and Change Why did the

Navigation Acts anger the colonists?

Critical Thinking4. Drawing Conclusions Why did

Andrew Hamilton defend John PeterZenger and free speech?

5. Determining Cause and EffectRe-create the diagram below anddescribe the effects of the GreatAwakening.

Analyzing Visuals6. Picturing History Examine the print-

ing press on page 112. Who estab-lished the first printing press in thecolonies? How do you think the colo-nists communicated their ideas beforeprinted material was widely used?

CHAPTER 4 The Colonies Grow 113

Government Draw a chart thatshows the structure of a royalcolony, a proprietary colony, and a charter colony.

Great Awakening

Women in cities and towns sometimes heldjobs outside the home. Young unmarried womenmight work for wealthy families as maids, cooks,and nurses. Widows might work as teachers,nurses, and seamstresses. They also opened shopsand inns. Widows and women who had nevermarried could run businesses and own property,even though they could not vote. ; (See page 594 of

the Primary Sources Library for the selection, “What is an American?”)

EducationMost colonists valued education. Children

were often taught to read and write at home bytheir parents, even though the daily chores leftlittle time for lessons. In 1647 the MassachusettsPuritans passed a public education law. Eachcommunity with 50 or more households had tohave a school supported by taxes. Although somecommunities did not set up schools, most did.

By 1750, New England had a very high level ofliteracy, the ability to read and write. Approxi-mately 85 percent of the men and about half of thewomen could read. Many learned to read fromThe New England Primer, which combined lessonsin good conduct with reading and writing.

Many colonial schools were “dame schools,”run by widows or unmarried women who taughtclasses in their homes. In the Middle Colonies,some schools were run by Quakers and other reli-gious groups. In the towns and cities, craftspeo-ple set up night schools for their apprentices.

Social Studies TAKS tested at Grade 8: Obj 5:8.30A Obj 4:8.22B Obj 5:8.30B, 8.30C CHAPTER 4


Section 2, 108–113

Answer: Answers may include that it led to a revival of strong religiousbeliefs and helped promote a senseof American nationality.

Name Date Class


Secrets to Business SuccessBenjamin Franklin, who was very organized, used the following schedule

for the 24 hours of the day.

THE MORNINGQuestion. What good shall I

do this day?

NOON

Question. What good have I

56

789

10111212345678

Rise, wash and address Powerful Goodness!Contrive day’s business, and take theresolution of the day; prosecute the presentstudy, and breakfast.

Work.

Read, or overlook my accounts, and dine.

Work.

Put things in their places. Supper. Music ordi i ti E i ti f

}}

}}

}

Enrichment Activity 4–2


GOVERNMENT, RELIGION, AND CULTURE


KEY TERMS

mercantilism Theory that states that, when a nation’s trade grows, its gold reserves increase, and the nation becomes more powerful (page 109)

export To sell to another country (page 109)

import To buy from a foreign market (page 109)

smuggling To trade illegally (page 109)

charter colony Colonies established by settlers who were given a grant of rights and privileges (page 110)

proprietary colony Colonies governed by individuals or groups to whom the land had been given by England’s king (page 111)


4 CLOSEDevelopments in England andthe colonies gave most colonistsmore rights and an increasingvoice in their own government.Have students list facts from thesection about rights and citizenvoice in government in England,charter colonies, proprietarycolonies, and royal colonies.


2. Answers may include: inside thehome: cooking, making clothes,tending livestock, working in thefields; outside the home: workingas maids, cooks, nurses, teachers,or shopkeepers SS: 8.24E

3. The acts restricted trade with all

nations except England and limitedthe ships they could use. SS: 8.4A

4. Hamilton believed that free speechwas a basic right. SS: 8.22B

5. Answers may include: revival ofstrong religious belief, religionbecoming more important in people’s lives, formation of newchurches, growing sense of

American nationality in colonies.SS: 8.26B

6. Stephen Daye; Answers mayinclude: writing by hand, postingnotices, lectures, and talking inpublic places. SS: 8.28A

Interdisciplinary Activity Chartsshould show differences among thecolonies. SS: 8.30C

SOCIAL STUDIES:Page 112: 8.28A, 8.29A, 8.30C;Page 113: 8.4A, 8.22B, 8.24E,8.28A, 8.30B, 8.30C, 8.31A, 8.31D


N O T E B O O K

The Pilgrims had companyon 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 won’t be around too long.

• cockroaches

• flies

• gray rats

N O T E B O O K

ProfileEDWARD WINSLOW was 25 when he sailed on the Mayflower to Massachusetts. Winslow helped found Plymouth Colony, served as the colony’s governor three times—and still found time to sit down to the very first Thanksgiving celebrated inthe British colonies in the fall of 1621. Here’s part of what he wrote about the first big feast:

“OUR HARVEST BEING GOTTEN IN, OUR GOVERNOR

sent four men on the fowling (hunt for fowl), that we might … rejoice together after we had gathered the fruits of our labors. In one day, they killed as much fowl as … served the company almost a week. At which time, … many of the Indians came amongst us … with some ninety men whom for three days we entertained and feasted.…”

What were people’s lives like in the past?What—and who—were people talking about? What did they eat? What did they do for fun? These two pages will give you some clues to everyday life in the U.S. as you step back in time with TIME Notebook.

INSECTS ARRIVE

New Pests on the Dock

BE

TTMA

NN

/CO

RB

IS

BE

TTMA

NN

/CO

RB

IS

Edward Winslow

114

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTThanksgiving Harvests The Thanksgiving holiday is believed by many scholars to be an extensionof the harvest festivals that are traditional in other parts of the world. Governor William Bradfordproclaimed a day of thanksgiving and prayer following the first harvest in 1621. Gradually celebrat-ing Thanksgiving after the harvest became an annual custom in New England. The ContinentalCongress suggested a yearly day of national Thanksgiving during the American Revolution. In 1863President Abraham Lincoln designated a specific day of Thanksgiving. Ever since, each presidenthas proclaimed a specific Thanksgiving Day, most commonly the fourth Thursday in November.

TEACHAnalyzing Primary Sources Have students read EdwardWinslow’s description of the firstThanksgiving feast. Ask: Whendid the first Thanksgiving feasttake place? What were thecolonists celebrating? Wheredid the colonists get the fowlthey ate? (fall of 1621; the harvest;hunters killed them)

Invite volunteers to compare and contrast their ownThanksgiving celebrations with the first Thanksgiving.(Student answers will vary, but students should note the differencesbetween the celebrations. For exam-ple, most students will celebrate as afamily rather than at a communityevent; guests will be family or closefriends rather than a nearby tribe ofNative Americans; and most willbuy their food. Feasts will last forone afternoon or evening, ratherthan three days. Thanksgiving todaydoes not specifically celebrate theharvest.)

Visit the Web site atwww.time.com for up-to-datenews, weekly magazine articles,editorials, online polls, and anarchive of past magazine andWeb articles.

114

ELA: Page 114: 8.13D; Page 115:8.13DMATH: Page 115: 8.14A


http://www.time.com

N O T E B O O K

N U M B E R S N U M B E R STHE COLONIES AT THE T IME

1,500 Number of Englishchildren in 1627 who were kidnapped and sent to work as servants in Virginia

90%Percentage of colonists whodied in Jamestown, Virginia, during the winter of 1609–10 after getting so hungry they ate rats, snakes, and horsehide

65% Percentage of colonistswho could read in 1620

2,500 Number of treesneeded to build a ship the sizeof the Mayflower

0 Number of chairs set at the dinner table for children—only adults sat while eating

50 Number of pounds oftobacco colonists in Virginia were fined if they did not go to church in the early 1600s

POPULAR FOOD

Have Your Corn Cake—and Eat It Too!This New World meal is all the rage in the colonies.

Stir one cup of coarse cornmealgrits into three cups of water.

Place on stove. Simmer.

Remove from heat when all the water is absorbed. Let it cool.

Shape the mixture into tworound, flat cakes on a floured work surface.

Bake it in a hot oven for 45 minutes.

Serve warm or cold with freshly churned butter.

#1#1

answer:5

C O L O N I A L A M E R I C A : 1 6 0 0 – 1 6 5 0

COLONIAL EVENTS

Virginia Is Number 1Here’s a list of events that happened first in 1619 in Virginia. One of the facts is wrong. Can you figure out the one that doesn’t belong?

1 First boatload of African slaves

2 First labor strike

3 First elected lawmakers

4 First time English settlers can own land

5 First daily newspaper

6 First boatload of women who agreed to marry colonists in exchange for a ticket across the Atlantic

WHAT PEOPLE ARE SAYING

“...I found some black people about me, and I believe somewere those who had brought me on board and had been receivingtheir pay.… I asked them if we were not to be eaten by thosewhite men with horrible looks, red faces, and long hair.”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

“For pottage and puddings and custards and pies / Our pumpkins and parsnips are common supplies. We have pumpkinsat morning and pumpkins at noon, / If it were not for pumpkin, /We should be undone.” AMERICAN FOLK SONG,

a tribute to the pumpkin

V E R B A T I MV E R B A T I M NO

RTH

WIN

D P

ICTU

RE

S

115

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYSongwriting and Singing Have students work in groups to write and sing a folk song that wouldreflect an aspect of present-day life in your community, as the pumpkin song reflects diet in theVerbatim section on page 115. Help students divide the work according to abilities, with differentstudents responsible for lyrics and melody. Allow one or more group members to sing the song,unless the entire group chooses to sing it. L1 SS: 8.31D; ELA: 8.15C

Use the rubric for writing an original song on pages 52–53 in the Performance AssessmentActivities and Rubrics.

In 1623 a day of fasting and prayer during a period of droughtwas changed to one of thanksgivingbecause the rain came during theprayers.

CLOSEHave students research present-day statistics and one of the factsin the TIME feature. For exam-ple, they might find statistics onliteracy or deaths from starva-tion and where they occur. Askstudents to share their findingswith the class. Discuss whetheror not these statistics have rela-tively improved or worsenedsince colonial times. SS: 8.30A;ELA: 8.13C

Alternative AssessmentHave students read the Numbers column.Discuss each fact and what it reflectsabout life at the time the colonies werebeing settled, especially the status andlives of children. Tell students to select afact and write about a related issue todayor about how conditions have changedsince the early 1600s.

115

SOCIAL STUDIES:Page 114: 8.30C; Page 115:8.30C


116

1 FOCUSSection OverviewThis section tells how Americancolonists and Native Americansbecame involved in the clashbetween France and Britain.

1753George Washington sentto Ohio country to protestFrench actions

1754Benjamin Franklin proposesAlbany Plan of Union

Main IdeaRivalry between Great Britain andFrance led to a long-lasting conflict.

Key TermsIroquois Confederacy, militia

Reading StrategyOrganizing Information As you readthe section, re-create the diagrambelow and describe the events thatled to conflict in North America.

Read to Learn• how wars in Europe spread to the

American colonies.• about the purpose of the Albany

Plan of Union.

Section ThemeContinuity and Change Americancolonists and Native American groupswere drawn into the clash betweenFrance and Britain.

France and

Britain Clash


Powderhorn, Frenchand Indian War

Conflict inNorth America

Preview of Events

Guide to Reading

✦1740 ✦1750 ✦1760

In 1689 England and France began competing to be the most powerful nation inEurope. This contest for power went on for generations, with only short intervals ofpeace. In 1758 writer Nathaniel Ames noted, “The parts of North America which maybe claimed by Great Britain or France are of as much worth as either kingdom. Thatfertile country to the west of the Appalachian Mountains [is the] ‘Garden of the World’!”

British-French RivalryBritain and France had been competing for wealth for centuries. By 1700 they

were two of the strongest powers in Europe. Their long rivalry aroused bitterfeelings between British and French colonists in North America.

As the growing population of the American colonies pushed up againstFrench-held territory, hostility between England and France increased. At thesame time, some land companies wanted to explore opportunities in the OhioRiver valley. However, the French, who traded throughout the Ohio country,

1745New England troops seize Fort Louisbourg from France

Social Studies TAKS tested at Grade 8: Obj 1:8.4A; Obj 5:8.30CCHAPTER 4


Section 3, 116–119

Guide to Reading

Answers to Graphic: Answers mayinclude: French and British fur tradersclash in French-controlled Ohio;France attacks British-controlled NovaScotia; Native Americans side withFrench, but the Iroquois side withBritish; Washington’s militia clasheswith French in Ohio.

Preteaching VocabularyList Iroquois Confederacy and militiaon the chalkboard. Have studentsdevelop questions for which eachterm is an answer.




MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM




Copyright © by The McGraw-Hill Companies, Inc. ANSWER: the clan leadersTeacher Tip: Remind students that the higher a group ison the pyramid, the more power and importance it has.UNIT

2Chapter 4

Interpreting Diagrams

Directions: Answer the following question based on the diagram.

What group governed the villages?

The IroquoisConfederacy

RulingCouncil

of sachem,or peace chiefs

Mohawk, Seneca,Cayuga, Oneida,

Onondaga, Tuscarora

VILLAGESSeveral clans living together

CLANGroup of firesides

Live in one large longhouse

FIRESIDE(Family)

A woman and all her children

Members chosen by female elders

Groups of related villages

Each village governed by clan leaders

Eldest woman choosesmale clan leader



ELA: Page 116: 8.10F, 8.13E;Page 117: 8.10K, 8.22B


117

2 TEACH


regarded this territory as their own. They had nointention of letting British colonists share in theirprofitable fur trade.

In the 1740s British fur traders went into theOhio country. They built a fort deep in the terri-tory of the Miami people at a place called Pick-awillany. Acting quickly, the French attackedPickawillany and drove the British traders out ofOhio. The French then built a string of fortsalong the rivers of the upper Ohio Valley, closerto the British colonies than ever before. Twomighty powers—Great Britain and France—were headed for a showdown in North America.

In the early 1700s, Britain had gained controlof Nova Scotia, Newfoundland, and the HudsonBay region. In the 1740s French troops raidedtowns in Maine and New York. In response aforce of New Englanders went north and cap-tured the important French fortress at Louis-bourg on Cape Breton Island, north of NovaScotia. Later Britain returned Louisbourg toFrance, much to the disgust of the New Englandcolonists.

Native Americans Take SidesThe French traders and the British colonists

knew that Native American help would make adifference in their struggle for North America.The side that received the best trade terms fromNative Americans and the most help in the warwould probably win the contest for control ofNorth America.

The French had many Native American allies.Unlike the British, the French were interestedmainly in trading for furs—not in taking overNative American land. The French also had gen-erally better relations with Native Americans.French trappers and fur traders often marriedNative American women and followed theircustoms. French missionaries traveled throughthe area, converting many Native Americans toCatholicism.

During the wars between Great Britain andFrance, Native Americans often helped theFrench by raiding British settlements. In 1704,for example, the Abenaki people joined theFrench in an attack on the British frontier out-post at Deerfield, Massachusetts, in whichalmost 50 settlers were killed.

Mis

sou

ri

R

.

M

ississip

pi

R. O

hio R

.

Color

ado R .

Rio

Grand

e

Atlantic

Ocean

Pacific

Ocean Gulf of

Mexico

Hudson

Bay

NEW SPAIN

LOUISIANA

FLORIDA

NEWFRANCE

13CO

LON

IES

WEST INDIES

SOUTHAMERICA

Claimed by Britain

Claimed by Spain

Claimed by France

The Iroquois ConfederacyThe most powerful group of Native Ameri-

cans in the East was the Iroquois Confederacy,based in New York. When the confederacy wasfirst formed in about 1570, it included fivenations—the Mohawk, Seneca, Cayuga, Onon-daga, and Oneida. Other groups later joined orwere conquered by the Iroquois.

The Iroquois managed to remain independentby trading with both the British and the French.By skillfully playing the British and Frenchagainst each other, the Iroquois dominated thearea around the Great Lakes.

By the mid-1700s, however, the Iroquois cameunder greater pressure as the British moved intothe Ohio Valley. Eventually the leaders of theconfederacy gave certain trading rights to the

North America in 1754

Social Studies TAKS tested at Grade 8: Obj 5:8.30B, 8:30C

1. Analyzing Information What power claimed the terri-tory of Florida?

2. Region What three rivers were located within French territory ?


Section 3, 116–119

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYResearching the Iroquois League Have students work in small groups to prepare reports on theIroquois League and the legends about its formation. Have students choose their own tasks:researching, writing, drawing illustrations, making a map to show the location of each of the fivefounding nations, and so on. Give each group a chance to present its report, with visuals, to theclass. Select one item from each group to display in the classroom. SS: 8.31D; ELA: 8.15C,8.24A

Summarizing Have studentsuse the following words in asummary of the rivalry betweenthe British and French: power,profit, fur trade, fishing, land.(Students’ summaries should note that these were all sources of conflict.) L1 SS: 8.30B; ELA: 8.20D


I. British-French Rivalry (Pages 116–118)

A. The French and British rivalry grew as both countries expanded into each other’s territories.

B. In the 1740s, when the British fur traders built a fort at Pickawillany in the Ohio Rivercountry, the French attacked this fort and drove the British out. The French built severalmore forts along the Ohio River valley to protect what they claimed to be their fur-trading territory.

C. Also in 1740, the French attacked British-held Nova Scotia. The British captured theFrench fortress at Louisbourg, north of Nova Scotia, in retaliation. Later they returnedLouisbourg to France.

D. Many Native Americans helped France since the French were more tolerant of theirways and did not try to take over their land. The Native Americans often raidedBritish settlements.

E. The Iroquois Confederacy was the most powerful Native American group in the East.It consisted of five nations:

1. the Mohawks

2. the Seneca

3. the Cayuga

4. the Onondaga

5. the Oneida

They remained independent until the mid-1700s when the British gained certain trad-ing rights in the Ohio Valley.

Discussion QuestionWhy did the British and French rivalry grow? (The rivalry grew as a result of each countrywanting to control the territory that they claimed and each country infringing on the other’s territory.)




Did You Know? George Washington lost most of his teeth overthe years by cracking Brazil nuts between his jaws. His first set ofdentures was made from cow’s teeth and his second set from hip-popotamus tusk. Washington’s dentures were held in place bybeing attached to his one remaining natural tooth.

turn

Answers:1. Spain2. Mississippi River, Ohio River,

Missouri River (Although the St.Lawrence River is not labeled, itwas also controlled by France.)

SOCIAL STUDIES:Page 116: 8.1B, 8.4A, 8.30B,8.30C; Page 117: 8.11A, 8.24C,8.30B, 8.30C


118

Answer: The French were tradersand did not take Native Americanlands and were more tolerant ofNative American ways.


Drake Claims South and North America

for England, June 1579

This country our general named Albion, and that for two

causes; the one in respect of the white banks and cliffs, . . .

that it might have some affinity [similarity], even in name also,

with our own country, which was sometime so called.

Before we went from there, our general caused to be set

up, a monument of our being there; as also of her majesties,

and successors right and title to that kingdom, namely, a plate

of brass, fast nailed to a great and firm post; whereon is

[carved] her graces name, and the day and year of our arrival

there, and of the free giving up, of the province and kingdom,

both by the king and people, into her majesties hands. . . .

Sieur de St. Lusson Claims West andNorthwest America for France, 1671In the name of the Most High, Mighty, and Redoubted Monarch, Louis the Fourteenth of that name,Most Christian King of France and Navarre, I take pos-session of this place, Ste. Marie of the Sault, as also ofLakes Huron and Superior, the Island of Manitoulin, and all countries, rivers, lakes, and streams . . . boththose which have been discovered and those which may be discovered hereafter, in all their length andbreadth, bounded on the one side by the seas ofthe North and of the West, and on the otherby the South Sea: Declaring to thenations thereof that from this timeforth they are vassals [servants] ofhis Majesty, bound to obey hislaws and follow his customs. . . .

118

1. How are the two accounts similar?2. Why do you think these men held

such formal ceremonies whenclaiming a piece of land?

Learning From History

Francis Drake

I Claim This Land!In the sixteenth century, Europeans became aware of a larger worldaround them—a world where they could claim new lands and prof-its. Soon a desire arose in England and France to conquer these landsand the people in them, and a race began to be the first to makethose claims.

British and reluctantly became theirallies. By taking this step, the Iro-quois upset the balance of powerbetween the French and British thathad been so difficult to establish.

Explaining Why

were Native Americans more likely to help

the French than help the British?

American Colonists Take Action

A group of Virginians had plansfor settling the Ohio Valley. In the fallof 1753 Governor Robert Dinwiddieof Virginia sent a 21-year-old planterand surveyor named George Wash-ington into the Ohio country. Wash-ington’s mission was to tell theFrench that they were trespassing onterritory claimed by Great Britainand demand that they leave.

Washington delivered the mes-sage, but it did no good. “The Frenchtold me,” Washington said later,“that it was their absolute design totake possession of the Ohio, and byGod they would do it.”

Washington’s First CommandIn the spring of 1754, Dinwiddie

made Washington a lieutenantcolonel and sent him back to theOhio country with a militia—agroup of civilians trained to fight inemergencies—of 150 men. The mili-tia had instructions to build a fortwhere the Allegheny and Mononga-hela Rivers meet to form the OhioRiver—the site of present-day Pitts-burgh. When Washington and histroops arrived, they found theFrench were already building FortDuquesne (doo•KAYN) on that spot.

Washington established a smallpost nearby called Fort Necessity.Although greatly outnumbered, the



Section 3, 116–119

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSKinesthetic Bring to class some books showing frontier forts of the period. Then have studentsdesign an ideal fort, including a location near a cliff or other natural barrier. Have them constructthe fort using construction paper and other available materials. The project should be placed on alarge piece of cardboard on which students can show the important features of the fort’s location.SS: 8.10A; ELA: 8.24A




DIRECTIONS: Outlining Locate the heading in your textbook. Then use theinformation under the heading to help you write each answer. Use anothersheet of paper if necessary.I. British-French Rivalry

A. Introduction1. Why was there a rivalry between the British and the French colonists?

��

2. Why did the French build a string of forts in the Ohio Valley?

��

3. What did France and Britain fight over in North America?

��

B. Native Americans Take Sides

Answers:1. Both show allegiance to a

monarch, provide a rationale forthe explorer’s claim, and give adescription of the lands.

2. Answers may note that the claimwas a formal record.



Section Quiz 4–3

★

Section Quiz 4-3


Column A

�� 1. British fort

�� 2. French fortress

�� 3. powerful group of Native Americans

�� 4. civilian soldiers

�� 5. author of Albany Plan of Union

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of the


ScoreChapter 4

Column B

A. Iroquois ConfederacyB. Benjamin FranklinC. LouisbourgD. PickawillanyE. militia

ELA: Page 118: 8.10K; Page 119:8.5B, 8.10K, 8.11A, 8.13D, 8.22B


119


Section 3, 116–119

4 CLOSEHave students turn the Read to Learn phrases (page 116) into questions and writeanswers to each.

Answer: to provide for one generalgovernment for the colonies


Enrichment Activity 4–3Name Date Class


PeacemakersNative Americans Deganawida and Hiawatha convinced five nations to lay

down the weapons they raised against each other and join as the IroquoisConfederacy.

The leaders described the basis of the laws of the Confederacy:

The leaders described council members of the Confederacy:

In all of your . . . acts, self-interest shall be cast away. . . . Look and listen for thewelfare of the whole people, and have always in view not only the present, butalso the coming generations . . . the unborn of the future Nation.

With endless patience, they shall carry out their duty. Their firmness shall betempered with a tenderness for their people Neither anger nor fury shall find



FRANCE AND BRITAIN CLASH

KEY TERMS

Iroquois Confederacy A powerful group of Native Americans formed in 1570 and basedin New York (page 117)

militia A group of civilians trained to fight in emergencies (page 118)

DRAWING FROM EXPERIENCEII

Has anyone ever tried to claim something that was yours? How did you react? How did you tryto resolve the situation?

In the last section, you read about the different types of colonial government. This section focuses on how Native American groups and British colonists were drawn into the rivalrybetween France and Britain.

forces of the inexperienced Washington attackeda French scouting party. The French surroundedWashington’s soldiers and forced them to surren-der, but the soldiers were later released and theyreturned to Virginia. Washington’s account of hisexperience in the Ohio country was published,and his fame spread throughout the colonies andEurope. In spite of his defeat, the colonistsregarded Washington as a hero who struck thefirst blow against the French.

The Albany Plan of UnionWhile Washington struggled with the French,

representatives from New England, New York,Pennsylvania, and Maryland met to discuss thethreat of war. In June 1754, the representativesgathered in Albany, New York. They wanted tofind a way for the colonies to defend themselvesagainst the French. They also hoped to persuadethe Iroquois to take their side against the French.

The representatives adopted a plan suggestedby Benjamin Franklin. Known as the AlbanyPlan of Union, Franklin’s plan called for “onegeneral government” for all the Americancolonies. An elected legislature would govern allthe colonies and would have the power to col-lect taxes, raise troops, and regulate trade. Not asingle colonial assembly approved the plan.None of the colonies were willing to give up any

Checking for Understanding1. Key Terms Write a short paragraph

that uses the terms Iroquois Confed-eracy and militia.

2. Reviewing Facts List two reasonsthe French felt threatened by Britishinterest in the Ohio River valley.

Reviewing Themes3. Continuity and Change Why did

colonists consider George Washing-ton a hero, even after he wasdefeated by the French?

Critical Thinking4. Analyzing Primary Sources Re-read

Benjamin Franklin’s quote on thispage. What was his reaction to thecolonies’ refusal to accept the AlbanyPlan of Union?

5. Evaluating Information Re-createthe diagram below and explain thepowers the legislature would haveunder the Albany Plan.

Analyzing Visuals6. Geography Skills Study the map on

page 117. What countries claimedland in North America? What powercontrolled most of what is present-day Canada? If you live in NorthAmerica, what country controlled the region in which you live?


Expository Writing Make a list of five questions that a reportermight have asked Iroquois leadersafter they reluctantly sided with the British.

The Albany Plan was the first colonial constitution.Actually it was not the first. In 1639, settlers in Connecti-cut drew up America’s first formal constitution, or char-ter, called the Fundamental Orders of Connecticut. Thisdocument laid out a plan for government that gave thepeople the right to elect the governor, judges, and rep-resentatives to make laws.

The Albany Plan

Albany Plan

of their power. The Albany meeting failed tounite the colonists to fight the French. Disap-pointed, Franklin wrote,

“Everyone cries, a union is necessary, but whenthey come to the manner and form of the union, theirweak noodles [brains] are perfectly distracted.”

Washington’s defeat at Fort Necessity markedthe start of a series of clashes and full-scale war.The colonists called it the French and IndianWar because they fought two enemies—theFrench and their Native American allies.

Analyzing What was the purpose

of the Albany Plan of Union?

Social Studies TAKS tested at Grade 8: Obj 4:8.3A Obj 5:8.30B

Reteaching Activity 4–3Name Date Class


COLUMN BCOLUMN A

DIRECTIONS: Matching Match each item in Column A with its correspondingitem in Column B. Write the correct letters in the blanks.

A. the Virginia governor who sent GeorgeWashington into the Ohio country

B. gained by Great Britain in the early1700s

C. converted many Native Americans to Catholicism

D. an area of profitable fur trade withNative Americans

E d th Alb Pl f U i

�� 1. Benjamin Franklin

�� 2. Iroquois Confederacy

�� 3. Fort Duquesne

�� 4. Louisbourg

�� 5. George Washington

�� 6. the Albany Plan of Union

SOCIAL STUDIES:Page 118: 8.24C, 8.30B, 8.30C;Page 119: 8.3A, 8.3B, 8.10B,8.23A, 8.24C, 8.30A, 8.30B, 8.30C,8.30D, 8.30E, 8.31A, 8.31D

Student Edition TEKS1. Student work should reflect correct

use of terms. SS: 8.31A2. Answers may include: tradition of

rivalry between the two nations;threat to their profitable fur tradewith Native Americans; competi-tion over resources, land, and fish-ing grounds.

3. His bravery in making the first

move against the French made hima hero. SS: 8.23A

4. Franklin was frustrated thatalthough the colonies expressedtheir desire for a union, they wereunwilling to give up enough powerto form one. SS: 8.30D

5. Answers may include: govern allcolonies, collect taxes, raise troops,

regulate trade. SS: 8.3A6. Britain, France, Spain; Britain;

Answers will vary depending onone’s location in North America.SS: 8.10B; ELA: 8.22B

Interdisciplinary Activity Students’questions should reflect an under-standing of the Iroquois position.ELA: 8.5B

120

TEACHUnderstanding Cause and Effect Pointout that understanding historyinvolves knowing why eventshappened. Note that most effectshave more than one cause, andthat causes can have more thanone effect.

After students answer the ques-tions in Practicing the Skill, askthem to name another effect.(Possible responses: Abolitionistmovement; Civil War and itsdestruction; economic and socialproblems for freed AfricanAmericans; economic disaster forformer slaveholders after the war)

Additional Practice

Understanding Cause and Effect

Why Learn This Skill?You know that if you watch television instead of

completing your homework you will receive poorgrades. This is an example of a cause-and-effect rela-tionship. The cause—watching television instead ofdoing homework—leads to an effect—poor grades.

Learning the SkillA cause is any person, event, or condition that

makes something happen. What happens as a resultis known as an effect. These guidelines will help youidentify cause and effect.

• Identify two or more events.• Ask questions about why events occur.• Look for “clue words” that alert you to cause

and effect, such as because, led to, broughtabout, produced, and therefore.

• Identify the outcome of events.

Practicing the SkillStudy the cause-and-effect chart about the slavetrade on this page. Think about the guidelineslisted above. Then answer the questions below.

1 What were some causes of the development ofslavery in the colonies?

2 What were some of the short-term effects ofenslaving Africans?

3 What was the long-term effect of the develop-ment of slavery?

Critical ThinkingCritical Thinking

• Colonists need to grow cash crops, such as tobacco and rice.

• European demand for tobacco and rice increases.

• Growing tobacco and rice requires large labor force.

• Africans are robbed of basichuman rights.

• Population of enslaved Africans grows.

• Slavery creates feelings of injustice and plants seeds of regional conflict.


Social Studies TAKS tested at Grade 8: Obj 3:8.13B Obj 5:8.30B, 8.30C

Applying the SkillUnderstanding Cause and Effect Read an

account of a recent event or chain of events in

your community newspaper. Determine at least

one cause and one effect of that event. Show the

cause-and-effect relationship in a chart.

Glencoe’s Skillbuilder InteractiveWorkbook CD-ROM, Level 1, provides

instruction and practice in key social

studies skills.

Critical ThinkingCritical Thinking

ANSWERS TO PRACTICING THE SKILL1 colonists’ need to grow cash crops, increased demand

for tobacco and rice, need for large labor force togrow rice and tobacco

2 enslaved Africans robbed of basic human rights,African American population grows

3 created feelings of injustice and sowed seeds ofregional conflict

Applying the Skill Charts should show valid cause-and-effect relationships between events or conditions in a news story.

Chapter Skills Activity 4Name Date Class

Chapter Skills Activity 4★

Understanding Cause and EffectAn event or a condition that makes something happen is a cause.

An effect is what happens as a result of the cause. For example:

CAUSENew England lacked good farmland.

��

��

��

��

��

EFFECTSmall farms produced few cash crops.

��

��

��

��

��

CD-ROMGlencoe SkillbuilderInteractive Workbook CD-ROM, Level 1

This interactive CD-ROM reinforcesstudent mastery of essential socialstudies skills.

ELA: Page 120: 8.10E, 8.10K,8.13D; Page 121: 8.10E, 8.13D


121

121

1754French and IndianWar begins

1758French forces drivenout of Fort Duquesne

1759British forces capture Quebec

1763Proclamation of1763 established

Main IdeaEngland and France fought for controlof North America. The French andIndian War resulted from this struggle.

Key Termsalliance, speculator

Reading StrategyOrganizing Information As you readthe section, re-create the diagrambelow and describe the effects theseevents had on the conflict betweenFrance and Britain.

Read to Learn• how British fortunes improved after

William Pitt took over direction ofthe war.

• how Chief Pontiac united his peo-ple to fight for their land.

Section ThemeIndividual Action Victory or loss inwar often depended on the actions of a single leader.

The French and Indian War


“These lakes, these woods, and mountains were left [to] us by our ancestors. Theyare our inheritances, and we will part with them to no one. . . . [Y]ou ought to knowthat He, the Great Spirit and Master of Life, has provided food for us in these spaciouslakes and on the woody mountains. . . .”

These words, spoken by Chief Pontiac, served as a warning to the British colonistswho wanted to take Native American lands.

The British Take ActionDuring the French and Indian War, some Native Americans fought on the

side of the British. Many others fought against the British. The war that raged inNorth America through the late 1750s and early 1760s was one part of a largerstruggle between England and France for control of world trade and power onthe seas.

In 1754 the governor of Massachusetts announced to the colonial assembly thatthe French were on the way to “making themselves masters of this Continent.”

Native Americanmaize mask

Turning point Effect

Pitt takes charge

Quebec falls

Preview of Events

Guide to Reading

✦1750 ✦1755 ✦1760 ✦1765

Social Studies TAKS tested at Grade 8: Obj 5:8.30CCHAPTER 4


Section 4, 121–125

1 FOCUSSection OverviewThis section describes howEngland and France fought for control of North America.

Guide to Reading

Answers to Graphic: Pitt takescharge: picks good military leaders,spends British funds heavily to winvictory, conquered Canada; Quebecfalls: fighting ends, Great Britain getsCanada and French lands east ofMississippi

Preteaching VocabularyUse the Vocabulary PuzzleMaker

CD-ROM to create crossword andword search puzzles.




MultimediaVocabulary PuzzleMaker CD-ROMInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM




Copyright © by The McGraw-Hill Companies, Inc. ANSWER: lose; the goods the Native Americans receivefor their lands are soon worn out and goneTeacher Tip: Explain to students that primary sources areoriginal records of events written by people whowitnessed or participated in the events.

UNIT

2Chapter 4

Using Primary Sources

Directions: Answer the following question based on the quote.

Does Canasatego think the Native Americans gain or lose when they trade? Explain.

Native Americans and Their Lands

“We know our lands are nowbecome more valuable. The whitepeople think we do not knowtheir value; but we are sensiblethat the land is everlasting andthe few goods we receive for itare soon worn out and gone.”

— Canasatego, Onondaga nation



SOCIAL STUDIES:Page 120: 8.13B, 8.30B, 8.30C;Page 121: 8.1B, 8.24C, 8.30B,8.30C


122

CHAPTER 4 The Colonies Grow122

The British colonists knew that the French werebuilding well-armed forts throughout the GreatLakes region and the Ohio River valley. Their net-work of alliances, or unions, with Native Ameri-cans allowed the French to control large areas ofland, stretching from the St. Lawrence River inCanada all the way south to New Orleans. TheFrench and their Native American allies seemedto be winning control of the American frontier.The final showdown was about to begin.

During the early stages of the French andIndian War, the British colonists fought theFrench and the Native Americans with littlehelp from Britain. In 1754, however, the govern-ment in London decided to intervene in the con-flict. It was alarmed by the new forts the Frenchwere building and by George Washington’sdefeat at Fort Necessity. In the fall of 1754, GreatBritain appointed General Edward Braddockcommander in chief of the British forces inAmerica and sent him to drive the French out ofthe Ohio Valley.

Braddock Marches to DuquesneIn June 1755, Braddock set out from Virginia

with about 1,400 red-coated British soldiers anda smaller number of blue-coated colonial militia.George Washington served as one of his aides. Ittook Braddock’s army several weeks to trekthrough the dense forest to Fort Duquesne.Washington reported that Braddock

“halted to level every mole-hill and to erectbridges over every brook, by which means wewere four days in getting twelve miles.”

Washington tried to tell Braddock that hisarmy’s style of marching was not well suited tofighting in frontier country. Lined up in columnsand rows, the troops made easy targets. Brad-dock ignored the advice.

On July 9 a combined force of Native Americanwarriors and French troops ambushed theBritish. The French and Native Americans werehidden, firing from behind trees and aiming atthe bright uniforms. The British, confused andfrightened, could not even see their attackers.One of the survivors of Braddock’s army, Cap-tain Orne, later described the “great confusion”

Native American warriors and Frenchtroops, protected by rocks and trees, fireinto General Braddock’s army, who werecrammed together on a forest trail.What weakness of the British armycontributed to Braddock’s defeat?

History


Section 4, 121–125

2 TEACH

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYMaking a TV News Show Have students prepare a TV news show with “live” coverage of theBattle of Quebec. Roles include roving correspondents to interview the generals and troops duringthe two-month siege and to cover the brief but bloody battle; news anchors to introduce variousparts of the show; reporters covering field hospitals and interviewing civilians within the city walls;and actors for commercials. If possible, videotape the show and play it back on a VCR. Tasks forpreparing the show include doing any necessary research, preparing maps and other visuals, writ-ing dialogue, and so on. Tasks should be divided according to the strengths of the students. SS: 8.31D; ELA: 8.24B

Prioritizing Important EventsHave students work in pairs orsmall groups to identify the fivemost important events in the section and rank their choices in order of importance. PairEnglish Language Learners with English dominant students.Have the English dominant stu-dents select the important eventsand the English LanguageLearners rank them. Then com-pare the results and have eachgroup defend its choices andrankings. L2, SS: 8.30B; ELA:8.10F

ELL


I. The British Take Action (Pages 121–124)

A. Early in the war, the French appeared to be winning control of the American land.

1. They had built forts throughout the Great Lakes region and the Ohio River valley.

2. They had strong alliances with the Native Americans. This allowed them to con-trol land from the St. Lawrence River in Canada south to New Orleans.

3. The British colonists had little help from Britain in fighting the French.

B. In 1754 Great Britain sent General Edward Braddock to be commander in chief ofB iti h f i A i d d i th F h t H f l i th b ttl




Did You Know? After Pontiac, chief of the Ottawa village,experienced several key defeats in his rebellion against the English,he signed a peace treaty and was eventually pardoned for hiscrimes.

As the British army tried to retreatduring the fighting on July 9, the bag-gage train came up the narrow road,blocking it and adding to the confu-sion. During the battle, Braddock hadfive horses shot from under him.Answer: A formal style of marchingand bright uniforms made the Britisharmy an easy target.

History

ELA: Page 122: 8.13D; Page 123:8.10H, 8.13D


123


Native American allies began staging raids onfrontier farms from New York to Pennsylvania.They killed settlers, burned farmhouses andcrops, and drove many families back toward thecoast. French forces from Canada capturedBritish forts at Lake Ontario and at Lake George.

Pitt Takes ChargeGreat Britain’s prospects in America

improved after William Pitt came to power assecretary of state and then as prime minister. Anoutstanding military planner, Pitt knew how topick skilled commanders. He oversaw the wareffort from London.

To avoid having to deal with constant argu-ments from the colonies about the cost of thewar, Pitt decided that Great Britain would payfor supplies needed in the war—no matter thecost. In doing so Pitt ran up an enormous debt.After the French and Indian War, the Britishraised the colonists’ taxes to help pay this debt.Pitt had only delayed the moment when thecolonists had to pay their share of the bill.

250 kilometers0Lambert Equal-Area projection

250 miles0

N

S

EW

60°W80°W

40°N

AMHERS

T

WOLFE

AM

HER

ST

BRADDOCK

Gulf ofSt. Lawrence

Atlantic

Ocean

Lake Superior

Lake Huron

Lake Erie

LakeOntario

Alle

ghen

yR.

Hudson

R.

LakeChamplain

MonongahelaR.

NEWFRANCE

ACADIA

Quebec

Louisbourg

Montreal Halifax

Ft. Saint John

Ft. Beaus´ejour

Alexandria

Boston

New York City

Ft. Necessity

Ft. Duquesne

Ft. Niagara

Ft.Oswego

Ft. Frontenac

Ft. William HenryFt. TiconderogaCrown Point

The French and Indian War, 1754–1763

that overcame Braddock’s troops when theywere attacked. Braddock called for an orderlyretreat, “but the panic was so great he could notsucceed.” Braddock was killed, and the battleended in a bitter defeat for the British, who suf-fered nearly 1,000 casualties. Washington led thesurvivors back to Virginia.

Britain Declares War on FranceWhen news of Braddock’s defeat reached Lon-

don, Britain declared war on France, beginning theSeven Years’ War in 1756. During the Seven Years’War, French, British, and Spanish forces clashed in Cuba, the West Indies, India, and the Philip-pines as well as in North America and Europe.

The first years of the war were disastrous forthe British and their American colonies. Frenchtroops captured several British forts, and their

British troop movements

French troop movements

British victory

French victory

British territory

French territory

Disputed territory

City

Fort

Social Studies TAKS tested at Grade 8: Obj 5:8.30C Obj 5:8.30B, 8.30C Obj 1:8.4A

1. Movement From what direction did British troops underGeneral Wolfe advance on the French city of Montreal?

2. Drawing Conclusions Why would Ft. Duquesne be avaluable fort to control?


Section 4, 121–125

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSKinesthetic Have students design a statue, plaque, or monument commemorating a person or anevent in the section. Possible topics include British soldiers killed under General Braddock’s disas-trous leadership, George Washington, the Battle of Quebec, William Pitt, or Chief Pontiac. Studentsmay wish to use library resources to find out more about their chosen topics. SS: 8.30C; ELA: 8.24A




DIRECTIONS: Filling in the Blanks Use your textbook to fill in the blanks usingthe words in the box. Some words may be used more than once. Use anothersheet of paper if necessary.

General Edward Braddock French Canada French

Proclamation of 1763 Fort Duquesne alliance

Ohio River valley Pontiac’s War Treaty of Paris

Lake Ontario Pennsylvania Quebec

roads and bridges Seven Years’ War secretary of state

The British Take Action

British colonists fought in the French and Indian War. Then (1) , commander

in chief of the British forces in America, was sent to drive the French from the Ohio

Valley. His army was ambushed by the (2) . When news of the ambush

Answers:1. Southwest2. because of its location on the

Allegheny River in the Ohio Rivervalley, as well as its eastern bor-der of mountains

Geography Skills PracticeAsk: Where did Amherst go afterhe left Halifax? (to Louisbourg)

James Wolfe James Wolfe’s forces atQuebec included about 200 ships andthousands of soldiers. For twomonths they sailed along the cliffslooking for a way to get at the seem-ingly impregnable fortress. Then oneday Wolfe noticed women washingclothing in the river and later saw theclothes hanging to dry at the top ofthe cliff. A scout then found the paththe women used. It was attention todetail that solved Wolfe’s problem.

Who?What?Where?When?

SOCIAL STUDIES:Page 122: 8.24C, 8.30C;Page 123: 8.4A, 8.30B, 8.30C


124

Pitt wanted more than just a clearpath to the Western territories. He alsointended to conquer French Canada. Hesent British troops to North Americaunder the command of such energeticofficers as Jeffrey Amherst and JamesWolfe.

In 1758 Amherst and Wolfe led aBritish assault that recaptured thefortress at Louisbourg. That same year agroup of New Englanders, led by Britishofficers, captured Fort Frontenac at LakeOntario. Still another British forcemarched across Pennsylvania and forcedthe French to abandon Fort Duquesne,which was renamed Fort Pitt.

Describing What abili-

ties did William Pitt bring to the post of prime

minister?

The Fall of New FranceThe year 1759 brought so many British victo-

ries that people said the church bells of Londonwore thin with joyous ringing. The British cap-tured several French islands in the West Indiesand the city of Havana in Cuba. They defeatedthe French in India, and destroyed a French fleetthat had been sent to reinforce Canada. Thegreatest victory of the year, though, took place inthe heart of New France.

The Battle of QuebecPerched high on a cliff overlooking the St.

Lawrence River, Quebec, the capital of NewFrance, was thought to be impossible to attack.In September 1759, British general James Wolfefound a way.

One of Wolfe’s scouts spotted a poorlyguarded path up the back of the cliff. Wolfe’s sol-diers overwhelmed the guards posted on thepath and then scrambled up the path during thenight. The British troops assembled outside thefortress of Quebec on a field called the Plains ofAbraham. There they surprised and defeated theFrench army. James Wolfe died in the battle. TheFrench commander, the Marquis de Montcalm,was wounded and died the next day.

The Treaty of ParisThe fall of Quebec and General Amherst’s cap-

ture of Montreal the following year brought thefighting in North America to an end. In the Treatyof Paris of 1763, France was permitted to keepsome of its sugar-producing islands in the WestIndies, but it was forced to give Canada and mostof its lands east of the Mississippi River to GreatBritain. From Spain, France’s ally, Great Britaingained Florida. In return, Spain received Frenchlands west of the Mississippi River—the Louisi-ana Territory—as well as the port of New Orleans.

The Treaty of Paris marked the end of Franceas a power in North America. The continent wasnow divided between Great Britain and Spain,with the Mississippi River marking the bound-ary. While the Spanish and British were workingout a plan for the future of North America,many Native Americans still lived on the landscovered by the European agreement.

Summarizing What lands did Spain

receive under the Treaty of Paris?


“If you are French . . . join us. If you are English, we declare war against you. Let us have your answer.”—Pontiac, 1763



Section 4, 121–125

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYLanguage Arts In class read aloud all or parts of Henry Wadsworth Longfellow’s poem“Evangeline.” Allow time for class discussion of the poem. Then have students either write diaryentries from the point of view of one of the Acadians or dramatize events in the poem. Includedamong the many dramatic possibilities are hearing the order for deportation, loading the ships,and Gabriel dying in Evangeline’s arms. L3/PRE-AP SS: 8.31D; ELA: 8.15E

Reteaching Activity 4–4



Section Quiz 4–4

Name Date Class


DIRECTIONS: Recognizing Causes and Effects After each Cause, write the letter of its Effect from the Fact Bank.

1. Cause: The French built a number ofwell-armed forts throughout theGreat Lakes region and the OhioRiver valley.

Effect: ��

2. Cause: News of Edward Braddock’sdefeat at Fort Duquesne reachedLondon.

Effect: ��

3. Cause: William Pitt ran up an enor-mous debt for Great Britain by agree-

5. Cause: Quebec and Montreal were captured by British troops.

Effect: ��

6. Cause: The Treaty of Paris was signedin 1763.

Effect: ��

7. Cause: The British settlers mistreatedthe Native Americans in the Ohio River valley.

Effect: ��

C d h

Section Quiz 4-4


Column A

�� 1. one of Edward Braddock’s guides

�� 2. Britain’s prime minister

�� 3. conquered Quebec

�� 4. conquered Montreal

�� 5. united Native Americans

★


ScoreChapter 4

Column B

A. James WolfeB. George WashingtonC. PontiacD. William PittE. Jeffrey Amherst

Answer: the Louisiana Territory andthe Port of New Orleans

Answer: Pitt was an outstanding mil-itary planner and knew how to pickgood commanders.

ELA: Page 124: 8.10K; Page 125:8.10K, 8.11A, 8.22B, 8.24A


125

Trouble on the FrontierThe British victory over the French dealt a

blow to the Native Americans of the Ohio Rivervalley. They had lost their French allies and trad-ing partners. Although they continued to tradewith the British, the Native Americans regardedthem as enemies. The British raised the prices oftheir goods and, unlike the French, refused topay the Native Americans for the use of theirland. Worst of all, British settlers began movinginto the valleys of western Pennsylvania.

Pontiac’s WarPontiac, chief of an Ottawa village near

Detroit, recognized that the British settlers threat-ened the Native American way of life. Just asBenjamin Franklin had tried to bring the coloniestogether with the Albany Plan, Pontiac wanted tojoin Native American groups to fight the British.

In the spring of 1763, Pontiac put together analliance. He attacked the British fort at Detroitwhile other war parties captured most of theother British outposts in the Great Lakes region.That summer Native Americans killed settlersalong the Pennsylvania and Virginia frontiers ina series of raids called Pontiac’s War.

The Native Americans, however, failed to cap-ture the important strongholds of Niagara, FortPitt, and Detroit. The war ended in August 1765

Checking for Understanding1. Key Terms Use the terms alliance

and speculator in a short paragraphto explain their meaning.

2. Reviewing the Facts Name the threenations that were involved in theSeven Years’ War.

Reviewing Themes3. Individual Action How did Pontiac

plan to defend Native Americansfrom British settlers? Was his plansuccessful?

Critical Thinking4. Analyzing Information What did

the British hope to gain by issuingthe Proclamation of 1763?

5. Analyzing Information Whatactions do you think General Brad-dock could have taken to increase hisarmy’s chances of defeating theFrench? Re-create the diagram belowto organize your answer.

Analyzing Visuals6. Geography Skills Study the map of

the French and Indian War on page123. What was the result of the battleat Fort Duquesne? What route didBritish General Wolfe take to reachQuebec?


Geography Sketch a map showingthe land claims of Great Britain,France, and Spain in North Amer-ica after the Treaty of Paris.

Other strategies and tactics

after British troops de-feated Pontiac’s allies,the Shawnee and Dela-ware people. In July 1766,Pontiac signed a peace treaty and was pardonedby the British.

GeographyThe Proclamation of 1763

To prevent more fighting, Britain called a haltto the settlers’ westward expansion. In theProclamation of 1763, King George III declaredthat the Appalachian Mountains were the tem-porary western boundary for the colonies. Theproclamation angered many people, especiallythose who owned shares in land companies.These speculators, or investors, had alreadybought land west of the mountains. They werefurious that Britain ignored their land claims.

Although the end of the French and IndianWar brought peace for the first time in manyyears, the Proclamation of 1763 created friction.More conflicts would soon arise between Britainand the colonists in North America.

Examining Why were many

colonists angered by the Proclamation of 1763?

HISTORY

Student Web ActivityVisit and click on Chapter 4—Student Web Activitiesfor an activity on theFrench and Indian War.



Section 4, 121–125

HISTORY

Objectives and answers to the student activity can be found in the Web Activity Lesson Planfeature at

4 CLOSEPoint out that victory or loss inwar often hinges on the actions(or inactions) of a single leader.Have students find examples ofsuch leaders and their actions inSection 4.

Answer: It kept them from movingwest of the Appalachians, and somehad already bought land there andwere denied access to it.


Enrichment Activity 4–4Name Date Class


Brave WolfeThe “Death of General Wolfe,” one of the first American broadside ballads,

tells of the arrival in 1759 of General James Wolfe at Quebec. It describes a briefmeeting between Wolfe and his opponent, the Marquis de Montcalm, before thebattle. The following excerpt recounts Wolfe’s death.

The drums did loudly beat, colors were flying,The purple gore did stream, and men lay dying,When shot off from his horse fell this brave hero,And we lament his loss in weeds of sorrow.The French began to break, their ranks were flying,Wolfe seemed to revive while he lay dying.He lifted up his head while guns did rattle,A d t hi id “H th b ttl ?”


THE FRENCH AND INDIAN WAR


KEY TERMS

alliance A union based on a common interest (page 122)

speculator An investor who buys shares of a company to make a profit (page 125)

DRAWING FROM EXPERIENCEII

Have you ever wondered what caused a particular war? Do you think about the factors thatcaused one side to win and another side to lose?

In the last section, you read about how colonists and Native American groups became involvedin the British-French rivalry. This section focuses on how leaders’ actions led to victories andlosses in war.

SOCIAL STUDIES:Page 124: 8.11C, 8.24C, 8.30B,8.30C; Page 125: 8.10A, 8.10B,8.11C, 8.24C, 8.30B, 8.30C, 8.31A,8.31D



4. They hoped to stop the fightingbetween colonists and NativeAmericans. SS: 8.11C

5. Answers may include: adaptedfighting style to American land-scape, not halting the troop move-ment to clear land and build


2. Britain, France, and Spain 3. He wanted to join Native American

groups together to fight. He puttogether a successful alliance ofNative American peoples.

bridges, supplied troops withappropriate clothing SS: 8.30C

6. French victory; southwest from theGulf of St. Lawrence SS: 8.10B

Interdisciplinary Activity Mapsshould show approximate territory ofeach nation as described on page 124.SS: 8.10A

http://www.glencoe.com/qe/qe36tx.php?&st=629&pt=2&bk=19


CHAPTER 4Assessment and Activities

MJ

MindJogger VideoquizUse MindJogger Videoquiz to review the Chapter 4 content.

Available in VHS• Between the 1600s and early

1700s, thirteen American colonies are established—some for profit and others by religious groups seeking freedom.

• New England, the Middle Colonies,and the Southern Colonies developdiverse economies.

• Although many different people live in the colonies, their values and beliefs, government, and educational institutions grow out of English traditions.

• Between 1650 and 1750, Parliament passes laws regulating colonial trade.

• In 1754 the French and Indian War begins.

• From 1689 to 1763, France andBritain fight a series of wars.

• Under the terms of the Treatyof Paris, Britain obtains control of much of the continent.

• North America is divided between Great Britain and Spain.

126

The Colonies Grow

Reviewing Key TermsUse all the terms below in one of three paragraphs, eachabout one of the following: trade, farming, organization of the colonies.

1. subsistence farming 5. charter colony2. cash crop 6. proprietary colony3. export 7. import4. mercantilism

Reviewing Key Facts8. Why did the colonial population grow rapidly?9. What differences existed between the Tidewater

planters and the backcountry farmers of the South?10. What was the Great Awakening?11. What immigrant groups settled in Pennsylvania?12. How did the soil in the Middle Colonies differ from

that in New England? What did that mean for the two regions?

13. What was the Iroquois Confederacy?14. What was England’s reason for the Navigation Acts?15. What was the Enlightenment?16. What North American land claims were the French

forced to give up in the Treaty of Paris?17. Why did the Proclamation of 1763 cause friction?

Critical Thinking18. Comparing How did the economies of the New Eng-

land and Southern Colonies differ? Re-create the chartbelow to answer the question.

19. Drawing Conclusions Re-read the People in Historyfeature on page 109. In what ways did BenjaminFranklin represent the Enlightenment way of thinking?

20. Determining Cause and Effect How did the Frenchrelationship with Native Americans help them in theirconflicts with the British?

21. Analyzing Information Re-read the Two Viewpointsfeature on page 118. Why did Drake give the name‘Albion’ to the land?

Northern economy Southern economy

Reviewing Key Terms1.–7. Paragraphs should conform to thedirections in the text. SS: 8.31A

Reviewing Key Facts8. immigration; colonial women often

married early and had large families;more children survived; adults livedlonger SS: 8.1A

9. Tidewater planters had large, self-contained plantations that used slavelabor, and they grew large amountsof tobacco and rice; backcountryfarmers had less political and eco-nomic influence and had small,family-run farms where they grewcorn and tobacco. SS: 8.11B

10. a period of revival of strong religiousbeliefs SS: 8.26A

11. Quakers and Mennonites settled inPennsylvania for religious freedom.SS: 8.24A

12. New England had thin, rocky soil, sofarmers practiced subsistence farm-ing on small farms. The MiddleColonies had more fertile soil, withlarger farms and bigger harvests.SS: 8.11B

13. a group of Native Americans in theEast, formed in 1570 with fivenations, that grew as other groupsjoined or were conquered

14. to prevent other countries from prof-iting from trade with the Americancolonies SS: 8.22A

15. European movement based on ideathat knowledge, reason, and sciencecould improve society

16. all of Canada and lands east andwest of the Mississippi includingNew Orleans

17. It kept colonists from moving west of the Appalachians,and some had already bought land there and weredenied access to it. SS: 8.4A

Critical Thinking18. Northern economy: more commerce and industry,

small family farms; Southern economy: based on agri-culture, many large farms dependent on slave labor,little commerce or industry SS: 8.12A

19. Franklin acquired and spread knowledge and wasinterested in science. SS: 8.30B

20. Usually Native Americans sided with the French, who had treated them well and respected their ways. SS: 8.24C

21. because of the white banks and cliffs and the name of England SS: 8.30D

126

Answer: HQuestion Type: HistoryAnswer Explanation: According tothe map, Delaware was comprisedof colonists of English descent. SS: 8.11B; ELA: 8.22B

CHAPTER 4Assessment and Activities

127

HISTORY

Have students visit the Web site atto review

Chapter 4 and take the Self-CheckQuiz.

Geography and History ActivityStudy the map of North America in 1754 on page 117; thenanswer these questions.

22. What countries controlled land on the continent?

23. What regions were under Spain’s control?

24. Who controlled the land that is now Mexico?

25. What nation controlled the Mississippi River?

Practicing SkillsDetermining Cause and Effect Each of the following threesentences illustrates a cause-and-effect relationship. On aseparate sheet of paper, identify the cause(s) and effect(s) in each sentence.

26. During the 1700s the population of the English coloniesgrew dramatically as a result of high immigration.

27. To make certain that only England benefited from tradewith the colonies, Parliament passed the Navigation Acts.

28. Because worship was so central to the Puritans, they builttheir towns around the church.

Citizenship Cooperative Activity29. Community Volunteers Work with a partner to make a

list of places in your community that need the services ofvolunteers. These can include libraries, nursing homes,and day care centers. Call each place and ask what thevolunteers do, what times of the day and week they areneeded, and how a volunteer can get started. Share yourfindings with the class. Then volunteer some of your timeat one of the places you contacted.

Economics Activity30. 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 fromencyclopedias and historical atlases. Include the physicalfeatures that the colonial merchants had to face, includ-ing rivers, mountains, lakes, and so on.

Alternative Assessment31. Portfolio Writing Activity Research and write a report in

which you identify racial, ethnic, and religious groups thatimmigrated to the United States. Choose one group from the 17th century, one group from the 18th century, and onefrom the 19th century. Identify their reasons for immigrating.

Self-Check QuizVisit and click on Chapter 4—

Self-Check Quizzes to prepare for the chapter test.


HISTORY

127

Directions: Use the map above to answer the following question.

According to the map, which of the following state-ments is true?

F The Appalachian Mountains divided North Car-olina and South Carolina.

G Virginia had the largest population.

H Most of Delaware’s people were English.

J Dutch communities were widespread through-out South Carolina.

Test-Taking Tip:

Make sure that you look at the map’s 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.


70°W80°W

40°N

AP

PA

LA

CH

IAN

MO

UN

TA

INS

Ohio

R. Atlantic

Ocean

MASS.(District of Maine)

N.H.

MASS.

R.I.CONN.

N.Y.

N.J.PENN.

DEL.MD.

VA.

N.C.

S.C.

GA.

Lambert Equal-Area projection250 kilometers0

250 miles0

N

S

EW

National Origin ofColonists, 1760

African

Dutch

English

German

Scotch-Irish

Scottish

Geography and History Activity22. Britain, Spain, and France SS: 8.10B23. Mexico, the present-day southwestern states, Florida,

Central America, and western coast of South AmericaSS: 8.10B

24. Spain SS: 8.10B25. France SS: 8.10B

Practicing Skills26. cause: high immigration; effect: the population of the

English colonies grew dramatically SS: 8.30B27. cause: to make certain only England benefited from

trade with the colonies; effect: Parliament passed theNavigation Acts SS: 8.30B

28. cause: worship was central to Puritans; effect: builttowns around churches SS: 8.30B

Citizenship CooperativeActivity29. Students should provide accurate

and useful information about volun-teer opportunities. SS: 8.20D

Economics Activity30. Each pair of students should create a

physical map showing a trade route.SS: 8.10A

Alternative Assessment31. Sample answers: Scotch-Irish came

for economic opportunity and AfricanAmericans arrived involuntarily asenslaved workers. Reasons for immi-grating include political freedom, reli-gious freedom, economic opportunity,and family reunification. SS: 8.24A

Ask: Suppose the colonies hadagreed to the Albany Plan ofUnion. How might the diverse val-ues and economies have affectedthe attempts to govern and regu-late trade in all the colonies? (Friction might have developed oversuch questions as the role of religionin government, slavery, and tradepolicies.)

Bonus QuestionBonus Question ?


?



chapter 4 resources - pc\|macimages.pcmac.org/sisfiles/schools/tx/weslacoisd/centralmiddle/... ·...

Documents