64 CHAPTER 3

English Parliamentpasses first of theNavigation Acts.

1651 James II createsthe Dominion of NewEngland.

1686

The College of William andMary is charteredin Williamsburg,Virginia.

1693

Dutch settlersestablish Cape Townin South Africa.

1652 The Englishmonarchy is restoredwhen Charles IIreturns from exile.

1660 In England the GloriousRevolution establishes thesupremacy of Parliament.

1688

1650 1660 1670 1680 1690 17001650 1660 1670 1680 1690 1700

View of Boston, around 1764

AMERICASWORLD

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The Colonies Come of Age 65

BenjaminFranklin publishesPoor Richard’sAlmanac.

1733Treaty

of Paris ends Frenchand Indian War.

1763French and

Indian War begins.1754

In Japan, 84,000farmers protest heavytaxation.

1739Act of Unionunites England andWales with Scotlandto form Great Britain.

1707 Treaty of Parisrecognizes Britishcontrol over much of India.

1763

I N T E R A C TI N T E R A C TW I T H H I S T O R YW I T H H I S T O R Y

The year is 1750. As a hard-working

young colonist, you are proud of the

prosperity of your new homeland.

However, you are also troubled by the

inequalities around you—inequalities

between the colonies and Britain,

between rich and poor, between men

and women, and between free and

enslaved.

How can thecolonies achieveequality and freedom?Examine the Issues

• Can prosperity be achieved withoutexploiting or enslaving others?

• What does freedom mean, beyondthe right to make money withoutgovernment interference?

1710 1720 1730 1740 1750 17601710 1720 1730 1740 1750 1760

Visit the Chapter 3 links for more informationrelated to The Colonies Come of Age.

RESEARCH LINKS CLASSZONE.COM

Tea is introducedinto the colonies.1714

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66 CHAPTER 3

One American's Story

England and Its Colonies

With her father fighting for Britain in the West Indiesand her mother ill, 17-year-old Eliza Lucas was left tomanage the family’s South Carolina plantations. Onher own, the enterprising Eliza became the first per-son in the colonies to grow indigo and developed away of extracting its deep blue dye. Eliza hoped thather indigo crops would add not only to her family’sfortune but to that of the British empire.

A PERSONAL VOICE ELIZA LUCAS PINCKNEY

“ We please ourselves with the prospect of exportingin a few years a good quantity from hence, and sup-plying our mother country [Great Britain] with a man-ufacture for which she has so great a demand, andwhich she is now supplied with from the Frenchcolonies, and many thousand pounds per annum[year] thereby lost to the nation, when she might as well be supplied here, if the matter were applied to in earnest.”

—quoted in South Carolina: A Documentary Profile of the Palmetto State

English settlers like the Lucases exported raw materials such as indigo dye toEngland, and in return they imported English manufactured goods. This eco-nomic relationship benefited both England and its colonies.

England and Its Colonies ProsperAlthough many colonists benefited from the trade relationship with the homecountry, the real purpose of the colonial system was to enrich Britain.

MERCANTILISM The British interest in establishing colonies was influenced bythe theory of mercantilism, which held that a country’s ultimate goal was self-sufficiency and that all countries were in a competition to acquire the most goldand silver.

Terms & NamesTerms & NamesMAIN IDEAMAIN IDEA

•mercantilism•Parliament•Navigation Acts•Dominion of New England

•Sir EdmundAndros

•GloriousRevolution

•salutary neglect

England and its largely self-governing coloniesprospered under a mutuallybeneficial trade relationship.

The colonial system of self-governing colonies was theforerunner of our modernsystem of self-governing states.

WHY IT MATTERS NOWWHY IT MATTERS NOW

African slaves working on an indigo plantationin the West Indies; fresh water in a series ofleaching basins extracts the dye from the plant.

▼

SkillbuilderAnswers:1. AppalachianMountains2. New Englandand Middlecolonies: ship-building, fish-ing, and ship-ping; Southerncolonies:tobacco andrice. Geographymay accountfor these differences.

p0066-71aspe-0103s1 10/16/02 3:50 PM Page 66

35°N

40°N

30°N

85°W80°W 75°W 70°W

25°N

ATLANTICOCEAN

Hudson

Rive r

PotomacRiver

James River

Roanoke River

PeeD

ee River

Savannah River

Connecticut R

iver

Delaw

areR

iver

Santee River

St. JohnsRiver

AP

PA

LA

CH

IA

NM

OU

NT

AI

NS

LakeH

uron

LakeErie

Lake Ontario

(1636)

(1625)

(1681)

(1607)

(1663)

(1663)

(1636)

(1623)

(1660)

(Plymouth, 1620;Mass. Bay, 1630)

(1638)

(1634)

(1732)

NEWHAMPSHIRE MASSACHUSETTS

NEW YORK

CONNECTICUT

RHODEISLAND

NEWJERSEY

PENNSYLVANIA

DELAWARE

MARYLAND

VIRGINIA

NORTHCAROLINA

SOUTH CAROLINA

GEORGIA

Susq uehannaRiver

New England colonies

Middle colonies

Southern colonies

Other British possessions

French possessions

Spanish possessions

0 100 200 kilometers

0 100 200 miles

N

S

E

W

The Colonies Come of Age 67

The Thirteen Colonies to the 1700s

Economic Activities

New England coloniesMassachusetts .........shipbuilding, shipping, fishing,

lumber, rum, meat productsNew Hampshire ........ship masts, lumber, fishing, trade,

shipping, livestock, foodstuffs Connecticut ..............rum, iron foundries, shipbuildingRhode Island ............snuff, livestock

Middle coloniesNew York ..................furs, wheat, glass, shoes,

livestock, shipping, shipbuilding, rum, beer, snuff

Delaware..................trade, foodstuffsNew Jersey...............trade, foodstuffs, copperPennsylvania ............flax, shipbuilding

Southern coloniesVirginia.....................tobacco, wheat, cattle, ironMaryland..................tobacco, wheat, snuffNorth Carolina ..........naval supplies, tobacco, fursSouth Carolina..........rice, indigo, silkGeorgia ....................indigo, rice, naval supplies, lumber

GEOGRAPHY SKILLBUILDER1. Location What geographical feature determined the

western boundaries of the Southern and Middle colonies?2. Region How did the New England and Middle colonies’

economies differ in general from the economy of theSouth? What may have accounted for this difference?

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Inspired by mercantilism, nations concentrated on the balance of trade—theamount of goods sold compared to the amount bought—since a favorable balancemeant that more gold was coming in than going out. Thus Britain looked to itsAmerican colonies as a market for British goods, a source of raw materials thatwere not native to Britain, and as a producer of goods and materials to be sold toother nations.

THE NAVIGATION ACTS By the mid-1600s, the American colonies were fulfillingtheir role, at least partially. The colonists exported to England large amounts of rawmaterials and staples—lumber, furs, fish, and tobacco. In addition, the colonistsbought manufactured English goods such as furniture, utensils, books, and china.

However, not all the products the colonists produced for export ended up onEnglish docks. Some of the colonists’ lumber and tobacco madeits way into the harbors of Spain, France, and Holland. With thenations of Europe clamoring for their goods, many colonial mer-chants could not resist the opportunity to increase their wealth.

England viewed the colonists’ pursuit of foreign markets asan economic threat. According to mercantilist theory, anywealth flowing from the colonies to another nation came atthe expense of the home country. As a result, beginning in1651, England’s Parliament, the country’s legislative body,passed the Navigation Acts, a series of laws restricting colo-nial trade (see chart at left).

The system created by the Navigation Acts benefitedEngland and proved to be good for most colonists as well.Passing all foreign goods through England yielded jobs forEnglish dockworkers and import taxes for the English treasury.Also, by restricting trade to English or colonial ships, the actsspurred a boom in the colonial shipbuilding industry.

Tensions EmergeThe Navigation Acts, however, did not sit wellwith everyone. A number of colonial mer-chants resented the trade restrictions, andmany continued to smuggle, or trade illegally,goods to and from other countries. For yearsEngland did little to stop these violations.Finally, in 1684, King Charles II acted, punish-ing those colonists whom he believed mostresisted English authority: the leaders and mer-chants of Massachusetts.

CRACKDOWN IN MASSACHUSETTS Charlescertainly had evidence to support his belief.The Puritan leaders of Massachusetts had longprofessed their hostility to royal authority andeven suggested that their corporate charter didnot require them to obey Parliament.

In 1684, after failing to persuadeMassachusetts to obey English laws, Englandrevoked the colony’s corporate charter.

A

The Navigation Acts

• No country could trade withthe colonies unless thegoods were shipped in eithercolonial or English ships.

• All vessels had to be operat-ed by crews that were atleast three-quarters Englishor colonial.

• The colonies could export cer-tain products only to England.

• Almost all goods tradedbetween the colonies andEurope first had to passthrough an English port.

MAIN IDEAMAIN IDEA

A

AnalyzingEffects

What effectsdid the NavigationActs have on bothBritain and itscolonies?

A. Answer TheNavigation Actsyielded jobs forEnglish dock-workers andimport taxes forthe English trea-sury. They alsospurred a boomin the colonialshipbuildingindustry.

68 CHAPTER 3

Image not availablefor use on CD-ROM.Please refer to theimage in the textbook.

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BMassachusetts, the “Puritan utopia,” was suddenly a royal colony, under strictcontrol of the crown.

THE DOMINION OF NEW ENGLAND When King James II succeeded his broth-er Charles in 1685, he immediately aggravated the situation. Seeking to make thecolonial governments more obedient, he placed the Northern colonies under asingle ruler in Boston. Within three years, the land from southern Maine to NewJersey was united into one vast colony, the Dominion of New England.

To rule New England, James picked Sir Edmund Andros, a veteran militaryofficer from an aristocratic English family. Andros made his hard-line attitudetoward the colonists clear: “You have no more privileges left you, than not to besold for slaves.” Within weeks of arriving in Boston, Andros managed to makethousands of enemies. He angered Puritans by questioning the lawfulness of theirreligion. He made it clear that the Navigation Acts would be enforced and smug-glers prosecuted. Furthermore, he restricted local assemblies and levied taxeswithout any input from local leaders.

Andros’s behavior outraged the Northern colonists.In 1688, the colonists of Massachusetts sent their mostprominent minister, Increase Mather, to London to try toget their old charter restored and Andros recalled.However, before Mather could put his diplomatic skills towork, a bloodless revolution in England changed theentire political picture.

THE GLORIOUS REVOLUTION While King James’sactions had made him few friends in the colonies, hisreligious leanings made him even less popular backhome. A Roman Catholic who ruled with little respect forParliament, James had no idea how much his subjectsvalued their Protestantism and their parliamentaryrights. When James fathered a son in 1688, England sud-denly faced the possibility of a dynasty of RomanCatholic monarchs.

To head off that possibility, Parliament invitedWilliam of Orange, the husband of James’s Protestantdaughter Mary, to England. William and his army sailedfrom Holland as James fled the country. In 1689Parliament voted to offer the throne to William andMary. In the aftermath of these events, which becameknown as the Glorious Revolution, Parliament passeda series of laws establishing its power over the monarch.

Upon learning of the events in England, the colonistsof Massachusetts staged a bloodless rebellion of theirown, arresting Andros and his royal councilors.Parliament rapidly restored to their original status thecolonies that had been absorbed by the Dominion of NewEngland. In restoring Massachusetts’s charter, however,the English government made several changes. The newcharter, granted in 1691, called for the king to appointthe governor of Massachusetts and required more reli-gious toleration and non-Puritan representation in thecolonial assembly. The Puritans would no longer be ableto persecute such groups as the Anglicans—members ofthe Church of England—and the Quakers.

BackgroundThe Puritans wereparticularly cruelto Quakers, whowere whipped,maimed, tortured,and executed aspunishment fortheir religiouscustoms.

WORLD STAGEWORLD STAGE

ENGLAND BECOMES GREAT BRITAIN

During the period covered in thischapter, England completed theprocess of absorbing the otherkingdoms of the British Isles.This process started whenEngland joined with Wales in1536. However, to the north ofEngland, Scotland continued toresist English attempts at control.

Weary from constant warfare,the two countries signed the Actof Union in 1707, which joinedthem as Great Britain.

Today this process of centraliza-tion has been reversed. TheEnglish Parliament has begun theprocess of devolution—returningpolitical power to its Celtic neigh-bors—by reestablishing theScottish Parliament and creatinga Welsh Assembly.

ENGLAND

IRELAND(under

British rule)

WALES

SCOTLAND

The Colonies Come of Age 69

MAIN IDEAMAIN IDEA

B

DevelopingHistoricalPerspective

Why didEngland takeaction againstMassachusetts?

B. AnswerEngland punishedMassachusettsbecause manycolonial mer-chants contin-ued to smugglegoods and dis-obey Englishlaws.

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England Loosens the ReinsAfter 1688, England largely turned its attention away from the colonies andtoward France, which was competing with England for control of Europe. Thehome country still expected the colonies to perform their duties of exporting rawmaterials and importing manufactured goods. As long as they did this, Parliamentsaw little reason to devote large amounts of money and large numbers of soldiersto aggressively enforcing its colonial laws.

SALUTARY NEGLECT Ironically, England ushered in its new policy of neglectwith an attempt to increase its control over the colonies. In the years immediate-ly following the Glorious Revolution, Parliament strengthened the NavigationActs in two ways. First, it moved smuggling trials from colonial courts—withjuries composed of colonists who often found colonial smugglers innocent—toadmiralty courts presided over by English judges. Second, it created the Board ofTrade, an advisory board with broad powers to monitor colonial trade.

While England appeared to tighten its colonial grip, in reality it loosened itshold. English officials only lightly enforced the new measures as they settled intoan overall colonial policy that became known as salutary neglect. Salutary—ben-eficial—neglect meant that England relaxed its enforcement of most regulations inreturn for the continued economic loyalty of the colonies. As long as raw materialscontinued flowing into the homeland and the colonists continued to buy English-produced goods, Parliament did not supervise the colonies closely.

THE SEEDS OF SELF-GOVERNMENT This policy of salutary neglect had animportant effect on colonial politics as well as economics. In nearly every colony,a governor appointed by the king served as the highest authority. The governorpresided over a political structure that included an advisory council, usuallyappointed by the governor, and a local assembly, elected by eligible colonists(land-owning white males). The governor held a wide range of powers. He had theauthority to call and disband the assembly, appoint and dismiss judges, and over-see all aspects of colonial trade.

70 CHAPTER 3

Charles II (1660–1685)Angered by Massachusetts’srefusal to obey English law, herevoked the colony’s charter in1684 and brought Massachusettsunder royal control.

James II (1685–1688)He consolidated the Northerncolonies into the Dominion of NewEngland in 1686 and enlisted SirEdmund Andros to rule the region.

English Rulers’ Colonial Policies

C

William and Mary (1689–1702)They succeeded James II after the GloriousRevolution of 1688 and helped establish thesupremacy of Parliament. Parliament then dissolved the Dominion of New England andrestored the colonies’ charters.

MAIN IDEAMAIN IDEA

CSynthesizing

How did boththe colonies andGreat Britainbenefit from thepolicy of salutaryneglect?

C. AnswerColonies:Enjoyed greaterfreedom.England:Decreasedadministrativecosts, continuedto receive rawmaterials, andretained a mar-ket for manufac-tured goods.

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The Colonies Come of Age 71

•mercantilism•Parliament

•Navigation Acts•Dominion of New England

•Sir Edmund Andros•Glorious Revolution

•salutary neglect

1. TERMS & NAMES For each term or name, write a sentence explaining its significance.

MAIN IDEA2. TAKING NOTES

Create a problem-solution chartsimilar to the one below. Fill it inwith steps that England took tosolve its economic and politicalproblems with the colonists.

Which policy might colonists haveresented most and why?

CRITICAL THINKING3. ANALYZING ISSUES

Reread Grew’s warning quotedabove. Explain why the British did not want this to happen. Think About:

• the goals of mercantilism• what might happen to Great

Britain’s economy if Grew’s prediction came true

4. SUMMARIZINGHow did political events in Englandaffect the lives of the colonists?Use evidence from the text tosupport your response.

5. PREDICTING EFFECTSBritain established policies tocontrol the American colonies butwas inconsistent in its enforcementof those policies. What resultsmight be expected from suchinconsistency?

However, just as England’s economic poli-cies were stronger in print than in practice, itscolonial governors were not as powerful as theymight seem. The colonial assembly, not theking, paid the governor’s salary. Using theirpower of the purse liberally, the colonists influ-enced the governor in a variety of ways, from theapproval of laws to the appointment of judges.

Under England’s less-than-watchful eye,the colonies were developing a taste for self-government that would eventually create theconditions for rebellion. Nehemiah Grew, aBritish mercantilist, voiced an early concernabout the colonies’ growing self-determination.He warned his fellow subjects in 1707.

A PERSONAL VOICE NEHEMIAH GREW

“ The time may come . . . when the colonies may become populous and with theincrease of arts and sciences strong and politic, forgetting their relation to themother countries, will then confederate and consider nothing further than themeans to support their ambition of standing on their [own] legs.”

—quoted in The Colonial Period of American History

However, the policy of salutary neglect that characterized British and colonialrelations throughout the first half of the 1700s worked in large part because of thecolonists’ loyalty to Britain. The men and women of the colonies still consideredthemselves loyal British subjects, eager to benefit the empire as well as them-selves. Aside from a desire for more economic and political breathing room, thecolonies had little in common with one another that would unite them againstBritain. In particular, the Northern and Southern colonies were developing dis-tinct societies, based on sharply contrasting economic systems.

Problem

The sketch above depicts a Puritan meetinghouse built atPlymouth, Massachusetts, in 1683. Meetinghouses serveda double purpose, as community halls where people votedon local issues and as religious buildings.

▼

Keeping thecolonies undereconomic andpolitical control

Solutions

1. in 1651

2. in 1686

3. after 1688

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72 CHAPTER 3

Terms & NamesTerms & NamesMAIN IDEAMAIN IDEA

One American's Story

The Agricultural South

•cash crop•slave•triangular trade

•middle passage•Stono Rebellion

In the Southern colonies, apredominantly agriculturalsociety developed.

The modern South maintainsmany of its agricultural traditions.

WHY IT MATTERS NOWWHY IT MATTERS NOW

In the fall of 1773, Philip Vickers Fithian left his home inPrinceton, New Jersey, to tutor the children of Robert CarterIII and his wife Frances at their Virginia manor house.Fithian, who kept a journal of his one-year stay there,recalled an evening walk through the plantation.

A PERSONAL VOICE PHILIP VICKERS FITHIAN

“ We stroll’d down the Pasture quite to the River, admiringthe Pleasantness of the evening, & the delightsome Prospectof the River, Hills, Huts on the Summits, low Bottoms, Treesof various Kinds, and Sizes, Cattle & Sheep feeding somenear us, & others at a great distance on the green sides ofthe Hills. . . . I love to walk on these high Hills . . . where Ican have a long View of many Miles & see on the Summits ofthe Hills Clusters of Savin Trees, through these often a little Farm-House, or Quarter for Negroes.”

—Journal & Letters of Philip Vickers Fithian

Although Fithian’s journal goes on to express outrage overthe treatment of the slaves, he was fascinated by the planta-tion system, which had come to dominate the South. Theplantation economy led to a largely rural society in whichenslaved Africans played an unwilling yet important role.

A Plantation Economy ArisesSince the early days of Jamestown, when the planting of tobacco helped save thesettlement, the Southern colonists had staked their livelihood on the fertile soilthat stretched from the Chesapeake region to Georgia. Robert Carter, like hisfather and grandfather before him, specialized in raising a single cash crop—onegrown primarily for sale rather than for the farmer’s own use. In Maryland,Virginia, and North Carolina, farmers grew the broad green leaves of tobacco. InSouth Carolina and Georgia, rice and later indigo were successful cash crops.

The Shirley plantation house in Virginiais representative of many old Southernmansions. Built in 1723, it was thebirthplace of Ann Hill Carter, the motherof Civil War general Robert E. Lee.

▼

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A

The Colonies Come of Age 73

Throughout the South, plantations developed instead of towns. Because thelong and deep rivers allowed access for ocean-going vessels, planters—owners oflarge profitable plantations—could ship their goods directly to the northerncolonies and Europe without the need for city docks and warehouses. Becauseplantation owners produced most of what they needed on their property, theyhad little use for shops, bakeries, and markets. There were some cities in theSouth, including Charles Town (later Charleston), South Carolina, one of themost thriving port cities in the British empire. On the whole, the South developedlargely as a rural and self-sufficient society.

Life in Southern SocietyAs the Southern colonies grew in wealth and population, they also grew in diver-sity. However, not all groups benefited equally from the South’s prosperity.

A DIVERSE AND PROSPEROUS PEOPLE During the 1700s, large numbers ofEuropean immigrants traveled to North America in search of a new start. Theinflux of immigrants helped create a diverse population in both the Northern andSouthern colonies. In the South, thousands of Germans settled throughoutMaryland and Virginia and as far south as South Carolina. There they raised grain,livestock, and tobacco. A wave of Scots and Scots-Irish also settled in the South,residing mainly along the hills of western North Carolina.

MAIN IDEAMAIN IDEA

A

MakingInferences

How did thegeography of theSouth contributeto the self-sufficiency ofSouthernplantations?

A. Answer Thelong and deepSouthern riversallowed plantersto ship theirgoods directly,without theneed for citydocks andwarehouses.

Image not availablefor use on CD-ROM.Please refer to theimage in the textbook.

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74 CHAPTER 3

While small farmers formed the majority of the Southern pop-ulation, the planters controlled much of the South’s economy. Theyalso controlled its political and social institutions. The activities atthe Carter mansion described by Philip Fithian reflected the luxuryof planter life. Fithian recalled attending numerous balls, banquets,dance recitals, and parties that continued for several days.

By the mid-1700s, life was good for many Southern colonists,particularly those in the Chesapeake Bay region. Due to a largegrowth in the entire colonies’ export trade, colonial standards ofliving rose dramatically in the years from 1700 to 1770. Colonistsalong the Chesapeake, where tobacco prices had rebounded aftertumbling during the late 1600s, saw the greatest economic boom.From 1713 to 1774 tobacco exports there almost tripled, and manyChesapeake farmers and merchants prospered.

THE ROLE OF WOMEN Women in Southern society—andNorthern society as well—shared a common trait: second-class citi-zenship. Women had few legal or social rights; for instance, theycould not vote or preach. Even daughters of wealthy Southern

planters were usually taught only the basics of reading, writing, and arithmetic.Instead, they were mostly educated in the social graces or in domestic tasks, suchas canning and preserving food, sewing, and embroidery.

Throughout the day, the average Southern woman worked over a hot fire bak-ing bread or boiling meat. Her outdoor duties included milking the cows, slaugh-tering pigs for ham and bacon, and tending the garden. She was also expected to

sew, wash clothes, and clean. Women of the planter classescaped most of these tasks, as servants handled thehousehold chores. Regardless of class, however, most

B▼

Detail from The Country Housewife,published in London in 1770. Manysettlers brought this guidebookwith them when they immigrated to the colonies.

MAIN IDEAMAIN IDEA

B

AnalyzingCauses

Explain howcolonial standardsof living rose sodramatically in the18th century.

B. AnswerThere was alarge growth inthe colonies’export trade.

NOWNOW THENTHEN

TOBACCO AND NORTH CAROLINA’S

ECONOMYTobacco has long been a key ele-ment of the Southern economy.The soil and climate of the Southare ideal for growing tobacco,which was first harvested for com-mercial use in 1612. In recentyears, however, tobacco revenueshave shrunk as North Carolinalessens its dependence on tobac-co and develops a more diversi-fied economy.

The focal point of NorthCarolina’s new economy is theResearch Triangle, so called forthe cluster of major universitiesin Raleigh, Durham, and ChapelHill. These universities cooperatein research and development inmany areas, including technologyand health care. Other newindustries, such as computersand telecommunications, are fueling North Carolina’s growth.

NORTH CAROLINA IN THE COLONIAL ERA

General farming

Tobacco

Rice and indigo

RaleighDurham

ChapelHill

General farming

Cotton

Cotton andgeneral farming

Tobacco andgeneral farming

Special crops andgeneral farming

NORTH CAROLINA TODAY

Charlottebankingchemicalscomputersprintingtelecommunicationstextiles

Greensborofinanceheavy equipmenttelecommunications

Winston-Salemfood productsfurnituremachinerytobacco products

Ashevillethe artsfurniturelumberpaper

Raleigh, Durham, and Chapel Hill

computersinstrumentsmedicinesresearchtelecommunicationstextiles

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D

women bowed to their husbands’ will. An excerpt from Virginia plantation ownerWilliam Byrd’s diary hints at Lucia Parke Byrd’s subservient position: “My wifeand I had another scold about mending my shoes,” Byrd wrote, “but it was soonover by her submission.”

INDENTURED SERVANTS Also low on Southern society’s ladder were inden-tured servants. Many of these young, mostly white men had traded a life of prisonor poverty in Europe for a limited term of servitude in North America. They hadfew rights while in bondage. Those who lived through their harsh years of labor—and many did not—saw their lives improve only slightly as they struggled to sur-vive on the western outskirts of the Southern colonies.

While historians estimate that indentured servants made up a significant por-tion of the colonial population in the 1600s—between one-half and two-thirds ofall white immigrants after 1630—their numbers declined toward the end of thecentury. With continuing reports of hardship in the New World, many laborers inEurope decided to stay home. Faced with a depleted labor force and a growingagricultural economy, the Southern colonists turned to another group to meettheir labor needs: African slaves.

Slavery Becomes EntrenchedThe English colonists gradually turned to the use of African slaves—people whowere considered the property of others—after efforts to meet their labor needswith enslaved Native Americans and indentured servants failed. During the 1600sand 1700s, plantation owners and other colonists would sub-ject hundreds of thousands of Africans to a life of intenselabor and cruelty in North America.

THE EVOLUTION OF SLAVERY In the early days of thecolonies, the English, like their Spanish counterparts, hadforced Native Americans to work for them. However, theEnglish settlers found it increasingly difficult to enslaveNative Americans. Aside from being reluctant to learnEnglish labor techniques, Native Americans could easilyescape because they had far better knowledge of the localfields and forests than did the colonists.

As the indentured servant population fell, the price ofindentured servants rose. As a result, the English coloniststurned to African slaves as an alternative. A slave worked forlife and thus brought a much larger return on the invest-ment. In addition, most white colonists convinced them-selves that Africans’ dark skin was a sign of inferiority, and sohad few reservations about subjecting them to a life of servi-tude. Black Africans were also thought better able to endurethe harsh physical demands of plantation labor in hot cli-mates. By 1690, nearly 13,000 black slaves toiled in theSouthern colonies. By 1750, that number had increased toalmost 200,000.

THE EUROPEAN SLAVE TRADE Before the English beganthe large-scale importation of African slaves to their colonieson the American mainland, Africans had been laboring asslaves for years in the West Indies. During the late 1600s,English planters in Jamaica and Barbados imported tens ofthousands of African slaves to work their sugar plantations.By 1690, the African population on Barbados was about

The Colonies Come of Age 75

C

MAIN IDEAMAIN IDEA

C

MakingGeneralizations

What roles did women play in the Southernhousehold?

MAIN IDEAMAIN IDEA

D

AnalyzingCauses

What were themain reasons thatEnglish coloniststurned to Africanslaves to fill theirdepleted laborforce?

C. Answer Theaverage womancooked, milkedcows, slaugh-tered pigs, andtended the gar-den. Women ofthe planter classhad servantswho performedthese duties.

D. AnswerAfrican slaveswere thought tobe economicalin the long run.Africans werealso thoughtbetter able toendure theharsh physicaldemands ofplantation laborin hot climates.

WORLD STAGEWORLD STAGE

SERFS, SLAVES, AND SERVANTS

Many forms of servitude existedthroughout Europe and theAmericas well into the 19th cen-tury. Serfs were peasants whowere considered part of a lord’sproperty. Unlike slaves, whocould be moved to different loca-tions, serfs were obliged toremain on the land that theyfarmed for the landowner.

While the institution of serfdomdeclined in the later Middle Ages,it persisted with remarkablestrength in the west and south ofEngland. These were the veryregions where many Southernlandowners and indentured ser-vants originated.

Serfdom was ended in Englandin the 1600s, but survived inRussia until 1861. TsarAlexander’s Edict ofEmancipation freed the Russianserfs just two years beforePresident Lincoln’s EmancipationProclamation began the processof freeing the American slaves.

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60,000—three times the whitepopulation.

During the 17th century,Africans had become part of atransatlantic trading networkdescribed as the triangulartrade. This term referred to athree-way trading process: mer-chants carried rum and othergoods from New England toAfrica; in Africa they traded theirmerchandise for enslaved people,whom they transported to theWest Indies and sold for sugarand molasses; these goods werethen shipped to New England tobe distilled into rum. The “trian-gular” trade, in fact, encom-passed a network of trade routescriss-crossing the Northern andSouthern colonies, the WestIndies, England, Europe, andAfrica. The network carried anarray of traded goods, from fursand fruit to tar and tobacco, aswell as African people.

THE MIDDLE PASSAGE Thevoyage that brought Africans tothe West Indies and later toNorth America was known as the

middle passage, because it was considered the middle leg of the transatlantictrade triangle. Sickening cruelty characterized this journey. In the bustling portsalong West Africa, European traders branded Africans with red-hot irons for iden-tification purposes and packed them into the dark holds of large ships. Onboard a slave ship, Africans fell victim to whippings and beatings fromslavers as well as diseases that swept through the vessel. The smell ofblood, sweat, and excrement filled the hold, as the African passen-gers lived in their own vomit and waste. One African, OlaudahEquiano, recalled the inhumane conditions on his trip from WestAfrica to the West Indies in 1756 when he was 11 years old.

A PERSONAL VOICE OLAUDAH EQUIANO

“ The closeness of the place, and the heat of the climate,added to the number in the ship, which was so crowded thateach had scarcely room to turn himself, almost suffocated us.This produced copious perspirations, so that the air soon becameunfit for respiration from a variety of loathsome smells, andbrought on a sickness among the slaves, of which many died . . . .”

—The Interesting Narrative of the Life of Olaudah Equiano

Whether they died from disease or from cruel treatment bymerchants, or whether they committed suicide, as many did byplunging into the ocean, up to 20 percent or more of the Africansaboard each slave ship perished during the trip to the New World.

76 CHAPTER 3

This plan and section of the British slave ship “Brookes” was published inLondon around 1790 by a leading British antislavery advocate named ThomasClarkson. The image effectively conveys the degradation and inhumanity ofthe slave trade, which reduced human beings to the level of merchandise.

▼ E

Olaudah Equiano was kidnappedfrom Africa and sold to asuccession of owners beforebuying his freedom.

▼

MAIN IDEAMAIN IDEA

E

DevelopingHistoricalPerspective

What parts of the world wereinvolved in thetriangular trade?

E. Answer Thetriangular tradeinvolved thecolonies, theWest Indies,Europe, andAfrica.

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SLAVERY IN THE SOUTH Africans who survived their ocean voyage entered anextremely difficult life of bondage in North America. Most slaves—probably 80 to90 percent—worked in the fields. On large plantations, a white slave owner direct-ed their labor, often through field bosses. On smaller farms, slaves often workedalongside their owner.

The other 10 to 20 percent of slaves worked in the house of their owner or asartisans. Domestic slaves cooked, cleaned, and raised the master’s children. Whileowners did not subject their domestic slaves to the rigors of field labor, theycommonly treated them with equal cruelty. Other slaves developed skills as arti-sans—carpenters, blacksmiths, and bricklayers. Owners often rented these slavesout to work on other plantations.

Whatever their task, slaves led a grueling existence. Full-time work beganaround age 12 and continued until death. John Ferdinand Smyth, an English trav-eler, described a typical slave workday.

A PERSONAL VOICE JOHN FERDINAND SMYTH

“ He (the slave) is called up in the morning at daybreak, and is seldom allowedtime enough to swallow three mouthfuls of hominy, or hoecake, but is driven outimmediately to the field to hard labor, at which he continues, without intermission,until noon . . . About noon is the time he eats his dinner, and he is seldom allowedan hour for that purpose . . . They then return to severe labor, which continues inthe field until dusk in the evening.”

—quoted in Planters and Pioneers

Slave owners whipped and beat those slaves they thought were disobedientor disrespectful. In Virginia, the courts did not consider slave owners guilty ofmurder for killing their slaves during punishment.

Africans Cope in Their New WorldThe Africans who were transported to North America came from a variety of dif-ferent cultures and spoke varied languages. Forced to labor in a strange new land,these diverse peoples bonded together for support and fought against their plightin numerous ways.

CULTURE AND FAMILY In the midst of the horrors of slavery, Africans devel-oped a way of life based strongly on their cultural heritage. Enslaved people wovebaskets and molded pottery as they had done in their homeland. They kept alivetheir musical traditions and retold the stories of their ancestors. Because slavemerchants tore apart many African families, slaves created new families amongthe people with whom they lived. If a master sold a parent to another plantation,other slaves stepped in to raise the children left behind.

The African influence remained particularly strong among the slaves of SouthCarolina and Georgia. By the mid-1700s, planters in these colonies had importedlarge numbers of Africans with rice-growing expertise to help develop rice as thecolonies’ main cash crop. Many of these slaves came from the same region inWest Africa.

One of the most important customs that Africans kept alive in North Americawas their dance. From Maryland to Georgia, slaves continued to practice whatbecame known in the colonies as the ring shout, a circular religious dance.While variations of the dance brought to North America differed throughoutthe regions in West and Central Africa, the dance paid tribute to the group’sancestors and gods and usually involved loud chants and quick, circular steps.Despite the white colonists’ efforts to eradicate it, the ritual endured.

The Colonies Come of Age 77

F

BackgroundRice was animportant crop in West Africa forcenturies beforethe slave tradebegan.

F. PossibleAnswerBecause slaveswere consid-ered less thanhuman.

MAIN IDEAMAIN IDEA

F

MakingInferences

Why weren’tslave ownerspunished if theykilled their slaves?

▼

The gourd fiddle anddrum, both made byslaves, reflect waysin which enslavedAfrican Americanscontinued theirAfrican traditions.

Image not avail-able for use onCD-ROM.Please refer tothe image in thetextbook.

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78 CHAPTER 3

•cash crop•slave

•triangular trade•middle passage

•StonoRebellion

1. TERMS & NAMES For each term or name, write a sentence explainingits significance.

MAIN IDEA2. TAKING NOTES

Fill in a chart like the one below toshow the social order of Southernsociety. In the tiers, name anddescribe the different social classes,ranging from most powerful at thetop to least powerful at the bottom.

CRITICAL THINKING3. DRAWING CONCLUSIONS

Why were so many enslavedAfricans brought to the Southerncolonies? Think About:

• why Native Americans were notused instead

• why Europeans were not usedinstead

• the cash crops of the South• the triangular trade

4. ANALYZING PRIMARY SOURCESThe ad shown above is from aVirginia newspaper of the 1730s.What does this ad reveal about thebrutality of the slave system?

5. ANALYZING CAUSESWhy did fewer cities develop in the South during the 1700s? Useevidence from the text to supportyour response.

1. planters2.3.4.5.

RESISTANCE AND REVOLT Enslaved Africans also resisted their position ofsubservience. Throughout the colonies, planters reported slaves faking illness,breaking tools, and staging work slowdowns. One master noted the difficulty inforcing African slaves to accept their lot, commenting that if a slave “must bebroke, either from Obstinacy, or, which I am more apt to suppose, from Greatnessof Soul, [it] will require . . . hard Discipline. . . . You would really be surpriz’d attheir Perseverance . . . they often die before they can be conquer’d.”

Some slaves pushed their resistance to open revolt. One such uprising, theStono Rebellion, began on a September Sunday in 1739. That morning, about20 slaves gathered at the Stono River southwest of Charles Town. Wielding gunsand other weapons, they killed several planter families and marched south, beat-ing drums and loudly inviting other slaves to join them in their plan to flee toSpanish-held Florida.

By late Sunday afternoon, a white militia had surrounded the group of escap-ing slaves. The two sides clashed, and many slaves died in the fighting. Those cap-tured were executed. Despite the rebellion’s failure, it sent a chill through manySouthern colonists and led to the tightening of harsh slave laws already in place.However, slave rebellions continued into the 1800s.

Despite the severe punishment that escape attempts brought, a number ofslaves tried to run away. The runaway notices published in the various newspa-pers throughout Virginia show that from 1736 to 1801, at least 1,279 enslavedmen and women in that state took to flight. Many who succeeded in runningaway from their masters found refuge with Native American tribes, and marriagebetween runaway slaves and Native Americans was common.

As the Southern colonies grew, they became ever moredependent on the use of African slavery. This was not thecase in the Northern colonies, due mainly to an economydriven by commerce rather than agriculture. This eco-nomic distinction spurred the North to develop in waysthat differed greatly from the South.

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The Colonies Come of Age 79

After growing up on a Massachusetts farm, John Adams found city lifein Boston distracting. In 1759 he wrote,

A PERSONAL VOICE JOHN ADAMS

“ Who can study in Boston Streets? I am unable to observe the various Objects that I meet, with sufficient Precision. My Eyes are so diverted with Chimney Sweeps, Carriers of Wood, Merchants, Ladies, Priests, Carts, Horses, Oxen,Coaches, Market men and Women, Soldiers, Sailors, and my Ears with the Rattle Gabble of them all that I cant thinklong enough in the Street upon any one Thing to start andpursue a Thought.”

—The Diary and Autobiography of John Adams

Adams’s description illustrates the changes that trans-formed the New England and Middle colonies during the 18thcentury. The growth of thriving commercial cities made the Northradically different from the agricultural South. In addition, interest ineducation was on the rise, partially due to intellectual and religious move-ments. These movements brought about social changes that contributed tothe colonies’ eventual break with England.

Commerce Grows in the NorthThe theory of mercantilism held that colonies existed to help the home countryamass wealth. However, the American colonies found their own economy pros-pering more. From 1650 to 1750, the colonies’ economy grew twice as fast asGreat Britain’s economy did. Much of this growth occurred in the New Englandand middle colonies.

A DIVERSIFIED ECONOMY Unlike farms in the South, those in the NewEngland and middle colonies usually produced several crops instead of a singleone. Cold winters and rocky soil restricted New Englanders to small farms. In themore fertile areas of the middle colonies, such as New York and Pennsylvania,

Terms & NamesTerms & NamesMAIN IDEAMAIN IDEA

One American's Story

The Commercial North

•Enlightenment•Benjamin Franklin

•Jonathan Edwards•Great Awakening

The Northern coloniesdeveloped a predominantlyurban society, based oncommerce and trade.

The states that were once theNorthern colonies remainpredominantly urban today.

WHY IT MATTERS NOWWHY IT MATTERS NOW

John Adams

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A

farmers raised a variety of crops and livestock, including wheat, corn, cattle, andhogs. They produced so much that they sold their surplus food to the West Indies,where raising sugar cane produced such tremendous profits that planters did notwant to waste land growing food for the slaves who worked their fields.

A diverse commercial economy also developed in the New England andMiddle colonies. Grinding wheat, harvesting fish, and sawing lumber becamethriving industries. Colonists also manufactured impressive numbers of ships andquantities of iron. By 1760, the colonists had built one-third of all British shipsand were producing more iron than England was. While at times the North’seconomy dipped, many colonists prospered. In particular, the number of mer-chants grew. By the mid-1700s, merchants were one of the most powerful groupsin the North.

URBAN LIFE The expansion in trade caused port cities to grow. Only one majorport, Charles Town, existed in the South. In contrast, the North boasted Boston,New York City, and Philadelphia. In fact, Philadelphia eventually became the sec-ond largest city (after London) in the British empire. Philadelphia was the firstlarge city since ancient Roman times to be laid out on a gridlike street plan. Forcolonists accustomed to the winding medieval streets of European cities, this kindof rational urban planning must have appeared startling and new. Influenced bySir Christopher Wren’s designs for the rebuilding of London after the Great Fireof 1666, Philadelphia included a number of open squares intended for public use.Both the grid plan and the parklike square would become important elements ofAmerican urban design in the centuries to come.

With its parks, police patrols, paved streets, and whale-oil lamps to light thesidewalks, Philadelphia was a sophisticated city. However, the high concentrationof people without adequate public services caused problems. Firewood and cleanwater could be hard to come by, whereas garbage was abundant.

80 CHAPTER 3

Daily Urban Life in Colonial Times

The house known as Cliveden, also in Philadelphia, was built in1767. In contrast to the artisan or lower-middle-class housing ofElfreth’s Alley, this large, freestanding mansion shows the kind ofbuilding that the rich could afford.

By the mid-18th century, colonial cities were prosperous and growing. Brick rowhouseswere replacing the wooden structures of the 17th century, while large mansions andchurches, built of brick or stone, were rising everywhere.

English colonists had brought with them a preference for houses (as opposed to apartments, which were the norm in the cities of other European countries). As in Britain, the size of the house indicated the social position of its occupant.

In contemporary Philadelphia, Elfreth’s Alley preserves the scale andappearance of a mid-18th-century city street. A neighborhood like thiscould have commercial and residential uses. Many people lived abovethe shops where they worked.

▼

▼

MAIN IDEAMAIN IDEA

A

FormingGeneralizations

What kinds of industriesdeveloped in the North?

A. AnswerGrinding wheat,harvesting fish,sawing lumber,and shipbuildingwere some ofthe industriesthat developedin the North.

Vocabularyprofit: the moneyleft over aftercosts aresubtracted fromincome

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Northern Society Is DiverseNorthern society was composed of diverse groups with sometimes conflictinginterests. Groups whose interests clashed with those of the people in powerincluded immigrants, African Americans, and women.

INFLUX OF IMMIGRANTSEven more so than those in theSouth, the Northern coloniesattracted a variety of immigrants.The Germans and the Scots-Irishwere the largest non-Englishimmigrant groups. Germansbegan arriving in Pennsylvania inthe 1680s. Most were fleeing eco-nomic distress, but some, such asthe Mennonites, came toPennsylvania because of WilliamPenn’s policy of religious freedomand because they shared theQuakers’ opposition to war.

The Scots-Irish—descen-dants of Scottish Protestantswho had colonized northernIreland in the 1600s—enteredmostly through Philadelphia.They commonly arrived as families. Many established farms in frontier areas suchas western Pennsylvania, where they often clashed with Native Americans.

Other ethnic groups included the Dutch in New York, Scandinavians inDelaware, and Jews in such cities as Newport and Philadelphia. The different groupsdid not always mix. Benjamin Franklin, echoing the sentiments of many Englishcolonists, made the following complaint in 1751.

A PERSONAL VOICE BENJAMIN FRANKLIN

“ Why should the [Germans] be suffered to swarm into our Settlements and, byherding together establish their Language and Manners to the Exclusion of ours?Why should Pennsylvania, founded by the English, become a Colony of Aliens, whowill shortly be so numerous as to Germanize us instead of our Anglifying them?”

—“Observations Concerning the Increase of Mankind, Peopling of Countries, etc.”

In spite of this fear of being swamped by non-English speakers, Englishcolonists found ways of getting along with their new neighbors, thus furtheringthe evolution of a truly diverse American society.

SLAVERY IN THE NORTH Because raising wheat and corn did not require asmuch labor as raising tobacco or rice, Northerners had less incentive to turn toslavery than did Southerners. However, slavery did exist in New England and wasextensive throughout the Middle colonies, as were racial prejudices againstblacks—free or enslaved.

While still considered property, most enslaved persons in New England enjoyedgreater legal standing than slaves elsewhere in the colonies. They could sue andbe sued, and they had the right of appeal to the highest courts. As in the South,however, enslaved persons in the North led harsh lives and were considered lessthan human beings. Laws forbade them to gather or to carry weapons, and therewere no laws to protect them from cruel treatment. Reacting to the harsh con-ditions, slaves sometimes rebelled. An uprising occurred in 1712 in New York,

Colonial Diversity

Source: The Enduring Vision

African 11%Dutch 4%Scottish 3%OtherEuropean 2%English/Welsh 80%

African 20%

German 7%Scots-Irish 7%Irish 5%Scottish 4%Dutch 3%OtherEuropean 2%English/Welsh 52%

1700 1755

The Colonies Come of Age 81

B

SKILLBUILDER Interpreting GraphsWhat new ethnic groups had settled in the American colonies by 1755?

SEE SKILLBUILDER HANDBOOK, PAGE R28.

MAIN IDEAMAIN IDEA

B

AnalyzingEffects

What were the negative andpositive effects ofthe growing ethnicdiversity in thecolonies?

B. AnswerNegative:Conflict and dis-trust betweenthe differentgroups. Positive:Creation of adiverse society.

SkillbuilderAnswerGermans, Scots-Irish, Irish

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leading to the execution of 21 people. In 1741, a series of suspicious fires androbberies led New Yorkers to fear another uprising. They decided to make anexample of the suspected ringleaders, burning alive 13 persons and hanging 18.

WOMEN IN NORTHERN SOCIETY As in the South, women in the North hadextensive work responsibilities but few legal rights. Most people in the coloniesstill lived on farms, where women faced unceasing labor. A colonial wife had vir-tually no legal rights. She could not vote. Most women could not enter into con-tracts, buy or sell property, or keep their own wages if they worked outside thehome. Only single women and widows could run their own businesses.

In New England, religion as well as law served to keep women under theirhusbands’ rule. Puritan clergymen insisted that wives must submit to their hus-bands, saying, “Wives are part of the House and Family, and ought to be under aHusband’s Government: they should Obey their own Husbands.”

WITCHCRAFT TRIALS IN SALEM The strict limitations on women’s roles, com-bined with social tensions, the strained relations with the Native Americans, andreligious fanaticism, contributed to one of the most bizarre episodes in Americanhistory. In February 1692, several Salem girls accused a West Indian slave woman,Tituba, of practicing witchcraft. In this Puritan New England town of Salem,where the constant fear of Native American attacks encouraged a preoccupationwith violence and death, the girls’ accusations drew a great deal of attention.When the girls accused others of witchcraft, the situation grew out of control, asthose who were accused tried to save themselves by naming other “witches.”

Hysteria gripped the town as more and more people made false accusations.The accusations highlighted social and religious tensions. Many of the accuserswere poor and brought charges against richer residents. In addition, a high pro-portion of victims were women who might be considered too independent.

The accusations continued until the girls dared to charge such prominent cit-izens as the governor’s wife. Finally realizing that they had been hearing false evi-dence, officials closed the court. The witchcraft hysteria ended—but not before 19persons had been hanged and another person killed by being crushed to death.Four or five more “witches” died in jail, and about 150 were imprisoned.

New Ideas Influence the ColonistsThe Salem trials of 1692 caused many people to question the existence of witch-craft. During the 1700s, individuals began to make other changes in the way theyviewed the world.

THE ENLIGHTENMENT Since before the Renaissance, philosophers in Europehad been using reason and the scientific method to obtain knowledge. Scientistslooked beyond religious doctrine to investigate how the world worked. Influencedby the observations of Nicolaus Copernicus, Galileo Galilei, and Sir Isaac Newton,people determined that the earth revolved around the sun and not vice versa.They also concluded that the world is governed not by chance or miracles but byfixed mathematical laws. These ideas about nature gained prevalence in the 1700sin a movement called the Enlightenment.

Enlightenment ideas traveled from Europe to the colonies and spread quicklyin numerous books and pamphlets. Literacy was particularly high in New Englandbecause the Puritans had long supported public education to ensure that every-one could read the Bible.

One outstanding Enlightenment figure was Benjamin Franklin. Franklinembraced the notion of obtaining truth through experimentation and reasoning.For example, his most famous experiment—flying a kite in a thunderstorm—demonstrated that lightning was a form of electrical power.

82 CHAPTER 3

C

MAIN IDEAMAIN IDEA

C

AnalyzingCauses

What were theunderlying causesof the Salem witchhunts in 1692?

C. Answer Thestrict limitationson women’sroles, combinedwith social ten-sions, thestrained rela-tionship with the NativeAmericans, andreligious fanati-cism lay behindthe witch hunts.

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D

MAIN IDEAMAIN IDEA

D

FormingGeneralizations

Why was theEnlightenment sucha revolutionarymovement?

The Enlightenment also had a profound effect on political thought in thecolonies. Colonial leaders such as Thomas Jefferson used reason to conclude thatindividuals have natural rights, which governments must respect. Enlightenmentprinciples eventually would lead many colonists to question the authority of theBritish monarchy.

THE GREAT AWAKENING By the early 1700s, the Puritan church had lost itsgrip on society, and church membership was in decline. The new Massachusettscharter of 1691 forced Puritans to allow freedom of worship and banned the prac-tice of permitting only Puritan church members to vote. Furthermore, many peo-ple seemed to be doing so well in this world that they paid little attention to thenext. As Puritan merchants prospered, they developed a taste for material posses-sions and sensual pleasures.

Jonathan Edwards, ofNorthampton, Massachusetts, wasone member of the clergy whosought to revive the intensity andcommitment of the originalPuritan vision. Edwards preachedthat church attendance was notenough for salvation; people mustacknowledge their sinfulness andfeel God’s love for them. In hismost famous sermon, delivered in1741, Edwards vividly describedGod’s mercy.

A PERSONAL VOICEJONATHAN EDWARDS

“ The God that holds you overthe pit of hell, much as oneholds a spider, or some loath-some insect over the fire,abhors [hates] you, and isdreadfully provoked: His wrathtowards you burns like fire; He looks upon you as worthy ofnothing else but to be cast intothe fire; . . . and yet it is noth-ing but His hand that holds youfrom falling into the fire everymoment.”

—“Sinners in the Hands of an Angry God”

Other preachers traveledfrom village to village, stirringpeople to rededicate themselvesto God. Such traveling preachersattracted thousands, making itnecessary for revival meetings tobe held outdoors. The resultingreligious revival, known as theGreat Awakening, lastedthroughout the 1730s and 1740s.

The Colonies Come of Age 83

D. Answer TheEnlightenmentled people toconclude thatindividuals havenatural rightsthat govern-ments mustrespect.Enlightenmentprinciples ledmany coloniststo question theauthority of the Britishmonarchy.

KEY PLAYERSKEY PLAYERS

BENJAMIN FRANKLIN1706–1790

Benjamin Franklin was one ofthe leading champions ofEnlightenment ideals inAmerica. Like other scientistsand philosophers of theEnlightenment, Franklinbelieved that human beingscould use their intellectualpowers to improve their lot.

Franklin’s observations andexperiments led to a number ofinventions, including the light-ning rod, bifocals, and a newkind of heating system thatbecame known as the Franklinstove. Inventions like theseproved that knowledge derivedfrom scientific experimentcould be put to practical use.

Franklin’s achievementsbrought him world renown. In1756 British scholars electedhim to the Royal Society, andin 1772 France honored himwith membership in theFrench Academy of Sciences.

JONATHAN EDWARDS1703–1758

Descended from a long line ofPuritan ministers, JonathanEdwards denied that humanshad the power to perfectthemselves. He believed that“however you may havereformed your life in manythings,” as a sinner you weredestined for hell unless youhad a “great change of heart.”

Edwards was a brilliantthinker who entered YaleCollege when he was only 13.His preaching was one of thedriving forces of the GreatAwakening. Ironically, whenthe religious revival dieddown, Edwards’s own congre-gation rejected him for beingtoo strict about doctrine.Edwards moved toStockbridge, Massachusetts,in 1751, where he lived mostof his remaining years as mis-sionary to a Native American settlement.

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•Enlightenment •Benjamin Franklin •Jonathan Edwards •Great Awakening

1. TERMS & NAMES For each term or name, write a sentence explaining its significance.

MAIN IDEA2. TAKING NOTES

Re-create the diagram below on yourpaper and fill it in with historicalexamples that illustrate the mainidea at the top.

Name the advantages and the dis-advantages of this kind of society.

CRITICAL THINKING3. COMPARING

What positive and negative trendsthat emerged in the Northerncolonies during the 1700s do youthink still affect the United Statestoday? Support your responses withdetails from the text. Think About:

• the growth of cities• the influx of immigrants• the status of women and

African Americans • the effects of the Enlightenment

and the Great Awakening

4. MAKING INFERENCESHow do you think a person whobelieved in the ideas of theEnlightenment might have assessedthe Salem witchcraft trials? Supportyour response with reasons.

5. CONTRASTINGIn what ways did the Northerncolonies differ from the Southerncolonies in the 1700s? Useevidence from the text to supportyour response.

84 CHAPTER 3

The Great Awakening brought manycolonists, as well as Native Americans andAfrican Americans, into organized Christianchurches for the first time. As the movementgained momentum, it also challenged theauthority of established churches. Somecolonists abandoned their old Puritan orAnglican congregations. At the same time,independent denominations, such as theBaptists and Methodists, gained new mem-bers. The Great Awakening also led to anincreased interest in higher education, asseveral Protestant denominations foundedcolleges such as Princeton (originally theCollege of New Jersey), Brown, Columbia(originally King’s College), and Dartmouthto train ministers for their rapidly growingchurches.

While the Great Awakening and theEnlightenment emphasized opposing aspectsof human experience—emotionalism andreason, respectively—they had similar con-sequences. Both caused people to questiontraditional authority. Moreover, bothstressed the importance of the individual—the Enlightenment by emphasizing humanreason, and the Great Awakening by de-emphasizing the role of church authority.

These movements helped lead thecolonists to question Britain’s authority overtheir lives. The separation between Britain

and the colonies was further hastened by another significant event, a NorthAmerican war between Great Britain and France, in which the colonists fought onBritain’s side.

The British minister George Whitefield was a major force behindthe Great Awakening. In his seven journeys to the Americancolonies between 1738 and 1770, Whitefield preached dramaticsermons that brought many listeners to tears.

▼

Vocabularydenomination: a large group of religiouscongregationsunited by sharedbeliefs

The Diversity of Northern Colonies

Economy Population ReligiousGroups

examples examples examples

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The Colonies Come of Age 85

Joseph Nichols and other Massachusetts men joined British soldiers in fighting theFrench near the Hudson River in 1758. Yet even though the colonists and theBritish had united against a common enemy, the two groups held conflicting ideasabout authority. On October 31, 1758, Nichols recorded the following dispute.

A PERSONAL VOICE JOSEPH NICHOLS

“ About sunrise, the chief officer of the fort came to our regiment and ordered all our men up to the falls to meet the wagons and teams. Our men seemed to be loath to go before they eat. Those that refused to turn out, he drove out, and some he struck with his staff, which caused a great uproar among us. Our people in general declare in case we are so used tomorrow, blows shall end the dispute.”

—quoted in A People’s Army

This “uproar” demonstrates that theBritish and the colonists differed intheir views about authority and individual freedom. During the war betweenGreat Britain and France, these conflicting viewpoints triggered divisions betweenGreat Britain and its colonies that would never heal.

Rivals for an EmpireIn the 1750s, France was Great Britain’s biggest rival in the struggle to build aworld empire, and one major area of contention between them was the rich OhioRiver Valley. The colonists favored Great Britain because they still thought ofthemselves as British; as well, they were eager to expand the colonies westwardfrom the increasingly crowded Atlantic seaboard.

Terms & NamesTerms & NamesMAIN IDEAMAIN IDEA

The French and Indian War

•New France•GeorgeWashington

•French and Indian War

•William Pitt

•Pontiac•Proclamation of 1763

•George Grenville•Sugar Act

British victory over theFrench in North Americaenlarged the British empirebut led to new conflicts withthe colonists.

British victories helped spreadthe English language throughoutNorth America.

WHY IT MATTERS NOWWHY IT MATTERS NOW

The British general Edward Braddock met defeat and death nearFort Duquesne in 1755. In the French and Indian War, the colonistsand the British fought side by side for nine years.

One American's Story

▼

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FRANCE’S NORTH AMERICAN EMPIRE France had begun its North Americanempire in 1534, when Jacques Cartier explored the St. Lawrence River. In 1608,Samuel de Champlain founded the town of Quebec, the first permanent Frenchsettlement in North America.

After establishing Quebec, French priests and traders spread into the heart ofthe continent. In 1682, Robert Cavelier, Sieur de La Salle, claimed the entireMississippi Valley for France, naming it Louisiana in honor of King Louis XIV.However, by 1754 the European population of New France, the French colonyin North America, had grown to only about 70,000 (compared to more than1,000,000 in the British colonies).

From the start, New France differed from the British colonies. Typical Frenchcolonists included fur traders and Catholic priests who wanted to convert NativeAmericans. Neither had a desire to build towns or raise families.

The French colonists also developed friendlier relations with NativeAmericans than did the British. They relied on Hurons, Ottawas, Ojibwas, andothers to do most of the trapping and then traded with them for the furs, whichwere in great demand in Europe. This trade relationship led to several militaryalliances. As early as 1609, for example, the Algonquin and other NativeAmericans used Champlain’s help to defeat their traditional enemies, theMohawk Iroquois.

Britain Defeats an Old EnemyAs the French empire in North America expanded, it collided with the growingBritish empire. France and Great Britain had already fought two inconclusive warsduring the previous half-century. In 1754, the French-British conflict reignited. Inthat year, the French built Fort Duquesne at the point where the Allegheny andMonongahela rivers join to form the Ohio—the site of modern Pittsburgh.

However, the British had previously granted 200,000acres of land in the Ohio country to a group of wealthyplanters. The Virginia governor sent militia, a group ofordinary citizens who performed military duties, to evictthe French.

The small band, led by an ambitious 22-year-old officer named George Washington, established anoutpost called Fort Necessity about 40 miles from FortDuquesne. In May 1754, Washington’s militia attacked asmall detachment of French soldiers, and the Frenchswiftly counterattacked. In the battle that followed inJuly, the French forced Washington to surrender.Although neither side realized it, these battles at FortNecessity were the opening of the French and IndianWar, the fourth war between Great Britain and France forcontrol of North America.

EARLY FRENCH VICTORIES A year after his defeat,Washington again headed into battle, this time as an aideto the British general Edward Braddock, whose missionwas to drive the French out of the Ohio Valley.

Braddock first launched an attack on Fort Duquesne.As Braddock and nearly 1,500 soldiers neared the fort,French soldiers and their Native American allies ambushedthem. The British soldiers, accustomed to enemies whomarched in orderly rows rather than ones who foughtfrom behind trees, turned and fled.

86 CHAPTER 3

A

SPOTLIGHTSPOTLIGHTHISTORICALHISTORICAL

WASHINGTON’SRESIGNATION

George Washington’s militarycareer nearly ended shortly afterit started. In 1754, as the Britishprepared to wage war on Francein North America, Washingtoneagerly awaited a position withthe regular British army.

The governor of Virginia offeredWashington the rank of captain—a demotion from Washington’sposition as colonel. Washingtonangrily rejected the offer as wellas a later proposal that he retainthe rank of colonel but have theauthority and pay of a captain.

The young Virginian’s patriotism,however, was too strong. Heswallowed his pride andrelaunched his military career asa volunteer aide to GeneralBraddock in the spring of 1755.

MAIN IDEAMAIN IDEA

AContrasting

How was theFrench colony inNorth Americaunlike the Britishcolonies?

A. AnswerFrance focusedon the fur traderather than onsettlement.TheFrench colonistsalso developedfriendlier rela-tions withNativeAmericans thandid the British.

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Washington showed incredible courage, while the weakness of the suppos-edly invincible British army surprised him and many other colonists. They beganto question the competence of the British army, which suffered defeat after defeatduring 1755 and 1756.

PITT AND THE IROQUOIS TURN THE TIDE Angered by French victories,Britain’s King George II selected new leaders to run his government in 1757. Oneof these was William Pitt, an energetic, self-confident politician. Under Pitt, thereinvigorated British army finally began winning battles, which prompted thepowerful Iroquois to support them. Now Britain had some Native American alliesto balance those of France.

In September 1759, the war took a dramatic and decisive turn on the Plainsof Abraham just outside Quebec. Under the cover of night, British troops underGeneral James Wolfe scaled the high cliffs that protected Quebec. Catching theFrench and their commander, the Marquis de Montcalm, by surprise, they won ashort but deadly battle. The British triumph at Quebec led them to victory in the war.

The French and Indian War officially ended in 1763 with the Treaty of Paris.Great Britain claimed all of North America east of the Mississippi River. Thisincluded Florida, which Britain acquired from Spain, an ally of France. Spaingained the French lands west of the Mississippi, including the city of NewOrleans. France kept control of only a few small islands near Newfoundland andin the West Indies. The other losers in the war were Native Americans, who foundthe victorious British harder to bargain with than the French had been.

The Colonies Come of Age 87

B

B. Answer GreatBritain claimedCanada and vir-tually all ofNorth Americaeast of theMississippiRiver.

MAIN IDEAMAIN IDEA

BSummarizing

How did GreatBritain’s victorychange thebalance of powerin North America?

Gulf of Mexico

LabradorSea

HudsonBay

Caribbean Sea

ATLANTICOCEAN

40°N

100°W

20°N

60°W

120°W

Tropic of Cancer

Arctic

Circle

Mis

siss

ippi

R.

Great Lakes

Ohio R.

St. Lawrence R.

ProclamationLine of 1763

Quebec

NewOrleans

CUBA

JAMAICA

SANDOMINGO

HAITI

APPALA

CH

IAN

MTS

.

N

S

E

W

Gulf of Mexico

LabradorSea

HudsonBay

Caribbean Sea

ATLANTICOCEAN

40°N

20°N

40°W

60°W

120°W

100°W

Tropic of Cancer

Mis

siss

ippi

R.

Great Lakes

Ohio R.

St. Lawrence R.

APPALAC

HIA

NM

TS.

Quebec

NewOrleans(France)

FLORIDA

CUBA

JAMAICA

SANDOMINGO

HAITI

British territory

French territory

Spanish territory

Disputed territory

0

0 400 800 kilometers

400 800 miles

N

S

E

W

17631754

European Claims in North America

GEOGRAPHY SKILLBUILDER1. Region What do these maps tell you

about the British Empire in the mid-18thcentury?

2. Place What happened to France’s possessions between 1754 and 1763?

SkillbuilderAnswers1. In the mid-18th century theBritish Empirewas growing.2. France lost its mainlandpossessions inNorth Americaduring this time.

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VICTORY BRINGS NEW PROBLEMS Claiming ownership of the Ohio RiverValley brought Great Britain trouble. Native Americans feared that the growingnumber of British settlers crossing the Appalachian mountains would soondrive away the game they depended on for survival. In the spring of1763, the Ottawa leader Pontiac recognized that the French losswas a loss for Native Americans.

A PERSONAL VOICE PONTIAC

“ When I go to see the English commander and say to him that some of our comrades are dead, instead of bewailing their death, as our French brothers do, he laughs at me and at you. If I ask for anything for our sick, he refuses with the reply that he has no use for us.From all this you can well see that they are seeking ourruin. Therefore, my brothers, we must all swear theirdestruction and wait no longer.”

—quoted in Red and White

Led by Pontiac, Native Americans captured eight Britishforts in the Ohio Valley and laid siege to two others. In angryresponse, British officers presented smallpox-infected blankets totwo Delaware chiefs during peace negotiations, and the virus spreadrapidly among the Native Americans. Weakened by disease and war,most Native American groups negotiated treaties with the British by theend of 1765.

To avoid further conflicts with Native Americans, the British governmentissued the Proclamation of 1763, which banned all settlement west of theAppalachians. This ban established a Proclamation Line, which the colonists werenot to cross. (See the map on page 87.) However, the British could not enforce thisban any more effectively than they could enforce the Navigation Acts, andcolonists continued to move west onto Native American lands.

The Colonies and Britain Grow ApartBecause the Proclamation of 1763 sought to halt expansion, it convinced thecolonists that the British government did not care about their needs. A secondresult of the French and Indian War—Britain’s financial crisis—brought aboutnew laws that reinforced the colonists’ opinion even more.

BRITISH POLICIES ANGER COLONISTS By 1763, tensions between Britainand one colony, Massachusetts, had already been increasing. During the Frenchand Indian War, the British had cracked down on colonial smuggling. In 1761,the royal governor of Massachusetts authorized the use of the writs of assistance,which allowed British customs officials to search any ship or building. Becausemany merchants worked out of their residences, the writs enabled officials tosearch colonial homes. The merchants of Boston were outraged.

PROBLEMS RESULTING FROM THE WAR After the war, the British govern-ment stationed 10,000 troops in its territories to control the Native Americansand former French subjects. Although this army was meant to protect thecolonies, the colonists viewed it as a standing army that might turn against them.Maintaining troops in North America was an added expense on an alreadystrained British budget. Britain had borrowed so much money during the war thatit nearly doubled its national debt.

Hoping to lower the debt, King George III chose a financial expert, GeorgeGrenville, to serve as prime minister in 1763. Grenville soon angered merchants

88 CHAPTER 3

Pontiac, the Ottawachief, depicted in an18th-century engraving.

▼

C

MAIN IDEAMAIN IDEA

C

MakingInferences

Why were thecolonists so afraidof the troopsstationed inBritain’s newterritories?

C. Answer Theywere afraid thatthe troops mightbe used againstthem.

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AnalyzingAnalyzing

The Colonies Come of Age 89

•New France•George Washington

•French and Indian War•William Pitt

•Pontiac•Proclamation of 1763

•George Grenville•Sugar Act

1. TERMS & NAMES For each term or name, write a sentence explaining its significance.

MAIN IDEA2. TAKING NOTES

Create a time line of the majorevents of the French and Indian Warand its aftermath. Use the datesalready plotted on the time linebelow as a guide.

How long was the war? Why do youthink it lasted so long?

CRITICAL THINKING3. ANALYZING CAUSES

How did the French and Indian War lead to tension between the colonists and the Britishgovernment?

4. EVALUATING DECISIONSIf you had been a Native Americanliving in the Northeast during theFrench and Indian War, would youhave formed a military alliance with France or with Great Britain?Support your choice with reasons.

5. HYPOTHESIZINGWhat if the outcome of the Frenchand Indian War had been differentand France had won? How mightthis have affected the 13 colonies?Think About:

• the actual outcome of the Treaty of Paris

• France’s patterns of colonization• France’s relations with Native

Americans

throughout the colonies. He began to suspect that the colonists were smug-gling goods into the country. In 1764 he prompted Parliament to enact a lawknown as the Sugar Act. The Sugar Act did three things. It halved the dutyon foreign-made molasses (in the hopes that colonists would pay a lower taxrather than risk arrest by smuggling). It placed duties on certain imports. Mostimportant, it strengthened the enforcement of the law allowing prosecutors totry smuggling cases in a vice-admiralty court rather than in a more sympatheticcolonial court.

By the end of 1764, the colonies and Great Britain were disagreeing more andmore about how the colonies should be taxed and governed. These feelings of dis-satisfaction soon would swell into outright rebellion.

“JOIN, OR DIE”In 1754 Benjamin Franklin drew this image of a severedsnake to encourage the British colonies to unite againstthe threat posed by French and Indian forces. The designwas inspired by a superstition that a sliced snake wouldrevive if the pieces of its body were joined before sunset.

The image, the first political cartoon to be published inan American newspaper, was widely circulated in 1754and later during the American Revolution. A remarkablydirect and simple cartoon, it reveals the beginning of asense of national identity.

SKILLBUILDER Analyzing Political Cartoons1. Why are there only eight segments of the snake?2. Why do you think this image was so persuasive

to colonists who may never have thought of the separate colonies as parts of a whole?

SEE SKILLBUILDER HANDBOOK, PAGE R24.

1754 1763

1759 1764

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90 CHAPTER 3

1630–17631630–1763DAI LY LIFEDAI LY LIFE

Colonial CourtshipThe concept of dating among teenagers was nonexistent in colonial times. Youngpeople were considered either children or adults, and as important as marriage wasin the colonies, sweethearts were older than one might suspect. The practices ofcourtship and marriage varied among the different communities.

PURITANSFor Puritans, marriage was a civil contract, not a religious orsacred union. Although adults strictly supervised a couple’scourting, parents allowed two unusual practices. One wasthe use of a courting stick, a long tube into which the cou-ple could whisper while the family was in another room. Theother was the practice of “bundling”: a young man spent the night in the same bed as his sweetheart, with a largebundling board (shown below) between them.

Before marrying, the couple had to allow for Puritan leaders to voice any objections to the marriage at the meeting house. Passing that, the couple would marry in a very simple civil ceremony and share a quiet dinner.

FRONTIER OR BACKCOUNTRY PEOPLEAndrew Jackson, depicted with his wife inthe painting below, “stole” his wife (shewas willing) from her family. Jackson wasfollowing a custom of the backcountrypeople, who lived along the western edgeof the colonies.

These colonists, mostly Scots-Irish,based their marriages on the old customof “abduction”—stealing the bride—oftenwith her consent. Even regular marriagesbegan with the groom and his friendscoming to “steal” the bride. Much drink-ing and dancing accompanied these wildand hilarious weddings.

▼

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VIRGINIAIn Virginia, marriage was a sacred union. Sincethe marriage ofteninvolved a union ofproperties, and lovewas not necessary,parents were heavilyinvolved in the nego-tiations. In this illustration from a dance manual(right), a youngupper-class cou-ple work toimprove theirsocial graces bypracticing anelaboratedance step.

THE SOUTHMany African slaves married in a “jumping thebroomstick” ceremony, in which the bride andgroom jumped over a broomstick to seal theirunion. Although there is disagreement amongAfrican-American scholars, some suggest thatthe above painting depicts a slave wedding ona South Carolina plantation in the late 1700s.

QUAKERSQuaker couples intent on marryingneeded the consent not only of the par-ents but also of the whole Quaker com-munity. Quakers who wanted to marryhad to go through a 16-step courtshipphase before they could wed. Quakerwomen, however, were known to rejectmen at the last minute.

▼

▼

▼

F I L E

D A T AD A T A

WHO MARRIED?Puritans:• 98% of males and 94% of females married• Grooms were usually a few years older than

brides• Discouraged marriages between first cousins

Virginians: • 25% of males never married; most females

married• Grooms nearly 10 years older than brides• Allowed first-cousin marriages

Quakers: • 16% of women single at age 50 • forbade first-cousin marriages

Frontier People: • Almost all women and most men married• Ages of bride and groom about the same • Youngest group to marry

Who Could Divorce?

Puritans: Yes

Virginians: No

Quakers: No

Source: David Hackett Fischer, Albion’s Seed

THINKING CRITICALLYTHINKING CRITICALLY

CONNECT TO HISTORY1. Interpreting Data What was a common characteristic

of courtship among Puritans, Quakers, and Virginians?

SEE SKILLBUILDER HANDBOOK, PAGE R22.

CONNECT TO TODAY2. Synthesizing Research modern courtship practices

by interviewing your parents or relatives. Write a briefpaper comparing and contrasting modern-day and colonial courtship practices.

IRESEARCH LINKS CLASSZONE.COM

The Colonies Come of Age 91

Average Age at Marriage

Group Males FemalesPuritan 26 23

Virginians 26 19

Quakers in Delaware 31 29in Penn. & N.J. 26 22

Philadelphians 26 23

Frontier People 21 19

Modern Americans 25 24

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THE COLONIES COME OF AGEVISUAL SUMMARY

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

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

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

92 CHAPTER 3

CHAPTER ASSESSMENT

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

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

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

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

England and its colonies?

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

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

well as the political and social institutions of theSouth?

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

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

late 17th-century Salem?

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

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

victory in the French and Indian War?

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

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

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

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

Northern Southern Economy Economy

BritainColonies

North

South

Tensions

Britainlimitswestwardexpansion.

Colonistswant toexpand

westward.

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The Colonies Come of Age 93

ALTERNATIVE ASSESSMENT1. Recall your discussion of

the question on page 65:

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

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

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

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

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

• Share your speech with your classmates.

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

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

Standardized Test Practice

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

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

A William and Mary supported capitalism insteadof mercantilism.

B William and Mary practiced Catholicism insteadof Anglicanism.

C William and Mary supported the supremacy ofParliament.

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

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

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

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

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

B Enlightenment ideas stirred people to rededicate themselves to God.

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

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

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

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

ADDITIONAL TEST PRACTICE, pages S1–S33.

ITEST PRACTICE CLASSZONE.COM

James II 1685–1688

William III & Mary II 1689–1702

Anne 1702–1714

George I 1714–1727

George II 1727–1760

George III 1760–1820

Kings and Queens of England, 1685–1820

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