Download An Empire and Its Colonies 1

PWSurvey05 TE_CH03
1/12/04
9:19 AM
Page 70
1
An Empire and
Section
Its Colonies
1
An Empire and Its Colonies
READING FOCUS
KEY TERMS
TARGET READING SKILL
• How did the English Civil War affect the
development of the colonies?
mercantilism
balance of trade
duty
salutary neglect
staple crop
triangular trade
Identify Main Ideas Copy the web diagram.
As you read, fill in each blank circle with
important events that affected colonial
development from the mid-1600s to the
early 1700s.
• How did mercantilism influence England’s
colonial laws and foreign policy?
SECTION OBJECTIVES
• What was Britain’s colonial policy in the
early 1700s?
1. Find out how the English Civil War
affected the development of the
colonies.
2. See how mercantilism influenced
England’s colonial laws and foreign
policy.
3. Learn about Britain’s colonial policy
in the early 1700s.
4. Discover which farming, trade, and
settlement patterns defined the
diverse economies of the colonies.
• What farming, trade, and settlement
patterns defined the diverse economies
of the colonies?
Economic
Development
MAIN IDEA
The English colonies grew and prospered with little direct
interference from the English government from the mid1600s to the early 1700s.
Setting the Scene
In the late 1600s and early 1700s, England prized
its cluster of colonies on the Atlantic Coast of North America for two reasons.
The colonies supplied food and raw materials, and they bought large amounts
of English goods.
Governing the colonies was a different matter, however. As early as the mid1600s, English authorities complained about the rapid spread of settlements
along the shores and rivers of Chesapeake Bay:
BELLRINGER
Warm-Up Activity Ask students to
define the term empire as broadly as
they can. Encourage students to think
about why a country would want an
empire. What obligations and responsibilities does an empire bring with it?
“
Activating Prior Knowledge Can
students list some reasons why early
settlers came to the American colonies?
If settlers came for economic reasons,
how did they hope to achieve success?
For how is it possible to govern a people so dispersed; especially such
as for the most part are sent over? . . . How can we raise soldiers to
go upon the enemy or workmen for public employments, without weakening them too much, or undoing them by drawing them from their
labors? Whereas if we had planted [settled] together we could have
borne out one another’s labors and given both strength and beauty to
the colony.
”
—Anonymous
And yet the distances separating plantations in Virginia or towns in New
England were small compared to the thousands of miles dividing the colonies
from England itself.
Despite the freedom gained from isolation, the colonists were, in general,
loyal to their parent country. Thus England got what it wanted from its
colonies—raw materials and a place to sell its goods—by leaving them alone.
TARGET READING SKILL
Ask students to complete the graphic
organizer on this page as they read the
section. See the Section Reading
Support Transparencies for a completed
version of this graphic organizer.
The English Civil War
A 1710 map shows the extent of
English settlement along the
Atlantic coast of North America.
70
From 1640 to 1660, England had another reason for ignoring the colonies. In
the 1640s, tensions that had long simmered in England boiled over in a civil
war. While England had never paid much attention to its North American
colonies in the past, the nation became so preoccupied with conflicts within its
own borders in those years that it neglected these colonies even more.
Chapter 3 • Growth of the American Colonies
RESOURCE DIRECTORY
Teaching Resources
Guided Reading and Review booklet, p. 11
Technology
Section Reading Support Transparencies
Guided Reading Audiotapes (English/Spanish),
Ch. 3
Student Edition on Audio CD, Ch. 3
Color Transparencies Historical Maps, A4
Prentice Hall Presentation Pro CD-ROM, Ch. 3
70 • Chapter 3 Section 1
Political
Development
PWSurvey05 TE_CH03
1/12/04
9:19 AM
Page 71
Two opponents faced off in the clash: King Charles I and Parliament. Made
up of representatives of the people, Parliament had the power to make laws and
approve new taxes. Charles upset Parliamentary leaders by demanding money
from towns and cities without Parliament’s consent. Many members of Parliament
believed that Charles was attempting to limit the powers of Parliament and the
rights of English property owners.
After troops loyal to Parliament defeated the king’s army in a series of battles, Parliament ordered the execution of Charles in January 1649. Oliver
Cromwell, a strict Puritan who had commanded the armies of Parliament, then
governed England until his death in 1658. After two decades of upheaval,
Parliament recognized the need for stability. In 1660, it restored the monarchy
by placing Charles II, the son of the executed king, on the throne.
LESSON PLAN
Focus Explain that the relationship
between England and its colonies in
the late 1600s and early 1700s was
generally peaceful but distant. Ask students why England purposely neglected its colonies. How did the
colonies develop into prosperous but
distinct regions?
Mercantilism
As the political situation in England settled down, England’s focus shifted to economic matters. England’s government wanted the North American colonies to
contribute to the parent country’s economic health.
The Theory of Mercantilism By 1650, many nations in western Europe
were working to improve their economies, spurred on by a new theory called
mercantilism. Mercantilism held that a country should try to get and keep as
much bullion, or gold and silver, as possible. The more gold and silver a country had, argued mercantilists, the wealthier and more powerful it would be.
For countries without the rich mines that Spain controlled in the Americas,
the only way to obtain more bullion was through trade. If a country sold
more goods to other countries than it bought from them, it would end
up with more bullion. In other words, a country’s balance of trade, or
the difference in value between imports and exports, should show more
exports than imports.
Balance of Trade The balance of
Mercantilists believed a nation should have colonies where it could
trade is the difference between the
harvest raw materials and sell products. By purchasing raw materials from
value of a country’s exports and the
its colonists, the parent country did not have to use its bullion to buy raw
value of its imports.
materials from its competitors. Any gold that flowed to the colonies in
The Historical Context The theory of
exchange for lumber, furs, or tobacco would soon return to the parent
mercantilism argued that a nation
country as payment for expensive manufactured goods. According to merwould prosper by maintaining a positive
cantilist theory, the right to make goods for sale should usually be reserved
balance of trade—that is, by consisfor the parent country, since manufacturing was a major source of profit.
tently exporting more than it imported.
The American colonies aided Britain’s
To ensure that colonists would buy manufactured goods from the
mercantilist policies by acting as a
parent country, the colonies would not be allowed to trade with other
market for British exports.
nations or even to manufacture goods. To maintain control over trade
and to increase profits, the parent country would usually require the
The Concept Today In recent years
the United States has maintained a
colonies to use its ships for transporting their raw materials.
Effects on Trade Laws
Mercantilism appealed to English rulers.
They came to realize that colonies could provide raw materials such as
tobacco, furs, and perhaps gold for England to sell to other countries.
Furthermore, the colonies would have to buy England’s manufactured
goods. This exchange would greatly improve England’s balance of trade.
English leaders therefore decided that it was necessary to have as many
colonies as possible and to control colonial trade to provide the maximum profit to England.
In 1660, Charles II approved a stronger version of a previous law
called the Navigation Act. Together with other legislation, the Navigation
negative balance of trade, importing
much more than it exports. Experts
disagree on whether this “trade deficit”
harms the American economy. Some
have argued that the United States
should limit imports in order to balance
its trade, while others believe the negative effects of the trade deficit are balanced out by other, positive factors
including lower prices and access to
imported goods.
Chapter 3 • Section 1
Instruct Emphasize to students the
basic goal of mercantilism: to accumulate as much gold and silver as possible, using foreign trade and colonies.
Discuss England’s economic approach
to its colonies as evidenced by the
Navigation Act, which brought in additional money to the English treasury.
Also discuss why England adopted a
colonial policy of salutary neglect in
the 1700s.
Assess/Reteach Ask students to list
the ways in which the English colonies
grew and prospered. What were some
of the causes of this prosperity? How
did the prosperity effect the pace of
growth in certain areas?
ACTIVITY
Connecting with
Economics
Divide the class into teams. Assign one
of the following nations to each:
Portugal, France, Spain, England, the
Netherlands. The object of the game is
to identify which raw materials were
acquired from each country’s colonies
in 1650. For each raw material, a team
scores one point. Groups may use a
historical atlas and other reference
materials. The same item may be
imported from more than one colony.
The team with the most points wins.
(Verbal/Linguistic)
71
CUSTOMIZE FOR ...
ESL
Have English language learners write the main
headings and subheadings of the section on a
piece of paper. Then have them fill in details
about the British empire and the American
colonies as they read the section.
Chapter 3 Section 1 •
71
PWSurvey05 TE_CH03
1/12/04
9:19 AM
Page 72
Act tightened English control over colonial trade. The
new laws required the colonies to sell certain goods,
including sugar, tobacco, and cotton, only to England.
Moreover, if colonists wanted to sell anything to people
in other parts of the world, they had to take the crop or
product to England first and pay a duty, or tax, on it.
They also had to use English ships for all their trade. The
Navigation Act therefore discouraged trade between the
American colonies and other European nations by
increasing costs and funneling most profits to England.
ACTIVITY
Connecting with
History and Conflict
Ask students to suppose that they are
advisers to the King of England in 1700.
They must report to the king on the
economic condition of the colonies.
In their report they must first describe
the current English policy toward the
colonies, next report on its success,
and then describe the economies of
the three colonial regions. (Verbal/
Linguistic)
B
ACKGROUND
Hostility Toward
Andros
From the start of his reign, Edmund
Andros engendered hostility among
Bostonians. He kept the HMS Rose on
call, installed cannons near the water’s
edge, and positioned guns on a hill
overlooking the city. British soldiers
and sailors offended the Puritans with
their drinking and loud behavior.
Relations between the colonists and
Andros deteriorated even further in the
late fall of 1688. To forestall an uprising
of Native Americans in Maine, Andros
needed to augment regular British
troops with Massachusetts militiamen.
Hundreds of Massachusetts soldiers
spent the winter tramping through the
cold woods with little food. Word
spread among Massachusetts families
that Andros was easier on the Native
Americans than on the New England
troops, causing even greater anger.
Effects on War and Politics
V I E W I N G H I S T O R Y The
colonies supplied England with
food and raw materials. This detail
from a map of 1751 shows
tobacco being loaded at a southern
dock for shipment to England.
Recognizing Ideologies Why did
England require the colonies to
supply it with raw materials?
Anger in the Colonies
READING CHECK
Why were colonists unhappy
with James II?
READING CHECK
Because James abolished colonial
legislatures in New England, usurping colonists’ power. James also
installed an unpopular governor in
New England who used strong-arm
tactics in regard to tax and religious
matters.
As European countries
adopted mercantilism, the relations between them
began to change. More and more, European countries
fought each other over territory and trade routes rather
than religion.
In the 1500s, for example, Protestant England’s
major enemy had been Catholic Spain. But from 1652 to
1654, and again from 1665 to 1667, the English fought
wars against the Protestant Dutch over control of trade and land in North
America. To eliminate the Dutch as a major trade rival in North America, the
English conquered the Dutch colony of New Netherland in 1664, renaming it
New York in honor of James, Duke of York and brother of King Charles II.
During the next two decades, Charles II and James tried in several ways to
tighten their control over the colonies. Their actions reached a peak in 1686
when James, now King James II, attempted to take direct control over New
York and the New England Colonies by creating the Dominion of New England.
This action abolished colonial legislatures within the Dominion and replaced
them with a governor and a council appointed by James II.
72
Colonists up and down the Atlantic seaboard deeply
resented James’s grab for power. Edmund Andros, whom James II had
appointed governor of the Dominion, made matters worse. From his headquarters in Boston, he collected taxes without the approval of either the king or the
colonists and demanded payment of an annual land tax. He also declared a policy
of religious tolerance, or respect for different religious beliefs. The Puritans felt
these heavy-handed actions were a blow both to their freedom from English
influence and to their tight control over religious affairs in their own colony.
Meanwhile, James II was making enemies in England. Members of
Parliament worried that the king, as a Catholic, would undermine the Church
of England, which was Protestant. News reached North America in the spring
of 1689 that Parliament had replaced James II with his Protestant daughter
Mary and her husband William of Orange, a change of rulers known as the
Glorious Revolution. New England citizens promptly held their own minirebellion against the Andros government, imprisoning Governor Andros and
his associates.
In response to this protest, William and Mary dissolved the Dominion of
New England and reestablished the colonies that James had abolished. When
they restored the charter of Massachusetts, however, they revised the organization of the government. The new charter allowed the king to appoint a royal
governor of the colony.
Chapter 3 • Growth of the American Colonies
RESOURCE DIRECTORY
CAPTION ANSWERS
Viewing History So that Great Britain
could control trade with the colonies
and could reserve all the profits from
manufacturing for itself. This system
also ensured that the colonies would
have to purchase manufactured goods
from Great Britain.
72 • Chapter 3 Section 1
Other Print Resources
Nystrom Atlas of Our Country Colonies to the
North and East, pp. 14–15
Technology
Biography Hannah
Callowell Penn, found on TeacherExpress™,
profiles the wife of Pennsylvania’s founder,
William Penn.
PWSurvey05 TE_CH03
1/12/04
9:19 AM
Page 73
Britain’s Colonial Policy in the Early 1700s
England united with Scotland in 1707 to form the nation of Great Britain. In
the early 1700s, the British government rarely interfered directly in the affairs
of its North American colonies. By not interfering, Britain allowed colonial legislatures such as the House of Burgesses in Virginia to gain extensive power
over local affairs.
ACTIVITY
Origins of Self-Government As you read earlier, England had established
three different types of colonies in North America: royal, proprietary, and charter. Over time, England transformed several of the charter and proprietary
colonies into royal colonies and appointed royal governors for them.
By the early 1700s, therefore, the colonies shared a similar pattern of government. In most colonies, a governor, appointed by the king, acted as the
chief executive. A colonial legislature served under the governor. Most colonial
assemblies consisted of an advisory council, or upper house of prominent
colonists appointed by the king, and a lower house elected by
qualified voters. Only male landowners were allowed to vote.
Most adult white males did own land, however, and thus
could vote.
In theory, the royal governor had a great amount of
power. He decided when to call the legislature together and
when to end its sessions. He could veto any laws that the legislature passed. The governor also appointed local officials, such
as the treasurer and colonial judges.
In reality, it was the colonial legislatures, not the governors, that came to dominate the colonial governments. The
legislatures created and passed laws regarding defense and taxation. Later they took over the job of setting salaries for royal
officials. Colonial assemblies also influenced local appointments of judges and other officials because the governor usually accepted their recommendations. Even the governor’s
council came to be dominated by prominent local leaders who served the interests of the legislature rather than those of the royal government.
Have students make a chart showing
the structure of colonial government
during the 1700s. Tell students to
include all of the key players: the king
of England, the governor, the colonial
legislature, male landowners, and so
forth. (Visual/Spatial)
Salutary Neglect
Why did the British government allow its colonies freedom in governing themselves—far more than was allowed in Spanish or French
colonies? One reason is that England had a long tradition of strong local government and weak central power. Another reason is that the British government lacked the resources and the bureaucracy to enforce its wishes. Then, too,
colonists recognized the authority of the king and Parliament without being
forced to. Most were proud to be British subjects.
Finally, Britain allowed its colonies a large degree of freedom because the
existing economy and politics of the colonists already served British interests.
The British realized that the most salutary, or beneficial, policy was to neglect
their colonies. Thus later historians would call British colonial policy during
the early 1700s salutary neglect. In the early 1700s, Great Britain rarely
enforced its trade regulations, such as the Navigation Act, because neglect
served British economic interests better than strict enforcement. As a result,
the colonies prospered, as did their trade with Britain, without much government interference.
Connecting with
Government
BACKGROUND
Colonial Officeholders
V I E W I N G H I S T O R Y The lawmaking assemblies of the
colonies—such as the Virginia
House of Burgesses shown here—
continued the English tradition of
strong local authority. Drawing
Conclusions What were some
powers held by colonial
assemblies?
Chapter 3 • Section 1
CUSTOMIZE FOR ...
Gifted and Talented
Have students analyze the role of the Middle
Colonies as a region of tolerance and neutrality
between the Anglican plantation colonies of the
South and the Puritan colonies of New England.
How did the Middle Colonies also take a middle
ground in matters of religion and immigration?
Who could hold office in colonial
America? Women and nonwhites could
not hold office. Therefore, officeholders were white males, and most were
landowners. The amount of land
required to hold office varied from one
colony to the next. Membership in the
Church of England was often another
requirement. Fewer than 5 percent of
the population could actually vote. If a
candidate ran against an opponent, he
would meet voters at church, balls,
picnics, and other public events. Some
candidates “treated” their supporters
after an election by offering them
punch, apple cider, and food. Some
candidates held balls after an election.
73
TEST PREPARATION
Have students read the section on this page
called “Origins of Self-Government” and then
answer the following question.
According to laws in the early 1700s, which of the following groups were allowed to vote?
CAPTION ANSWERS
Viewing History The power to impose
taxes, to set salaries for royal officials,
to pass laws regarding defense, and to
make recommendations regarding the
appointment of local judges and officials.
A All men in the colonies.
B All men who owned land.
C All men who owned land and signed a document declaring their loyalty to the King.
D All colonial residents who owned land.
Chapter 3 Section 1 •
73
PWSurvey05 TE_CH03
1/12/04
9:19 AM
Page 74
Diverse Colonial Economies
By the early 1700s, the economic foundations of Britain’s American colonies
were in place. While the Spanish colonies focused on mining silver and growing
sugar, and New France focused on the fur trade, the British regions of eastern
North America developed diverse economies. Each region’s geography affected
its economy.
For the most part, English-speaking settlements continued to hug the
Atlantic Ocean and the deep rivers that empty into it. Most commerce took
place on water. It was simply too expensive and too difficult to carry crops and
goods long distances over land. Even water traffic on rivers, however, was
blocked at the waterfalls and rapids of the fall line, where the inland hills meet
the coastal plain. Roads were little more than footpaths or rutted trails. The
Atlantic Ocean remained so vital to travel that there was more contact between
Boston and London than between Boston and Virginia.
ACTIVITY
Connecting with
Geography
Using physical and climate maps, discuss the geographical features that
helped the colonies grow into distinct
regions. Have students trace the long
rivers of the Southern Colonies and
compare them to those of New
England. Point out the sea islands and
coastal marshes of South Carolina and
Georgia, where rice grew well.
Compare the regions’ climates.
(Visual/Spatial)
The Southern Colonies
BACKGROUND
Virginia’s Tobacco
Economy
By the 1700s it was said that “the
Establishment [of Virginia] is indeed
Tobacco.” This staple was the crop
around which much of the colony’s
economy revolved. Clergymen, for
example, were paid in tobacco. In 1695
the annual salary of a clergyman was
legally fixed at 16,600 pounds of
tobacco. In addition, the money value
of a minister’s salary depended on the
quality of the local crop. Ministers,
often from England, were most easily
lured to the colony by offers from
regions growing the higher-priced
“Sweet Scented” tobacco.
V I E W I N G H I S T O R Y Thomas
Coram painted this picture of slave
huts on Mulberry Plantation in
colonial South Carolina. Making
Comparisons How are the slave
homes different from the plantation house in the background?
In the Southern
Colonies of Virginia, Maryland, South Carolina,
North Carolina, and Georgia, the economy was
based on growing staple crops—crops that are
in constant demand. In Virginia and North
Carolina, the staple crop was tobacco. In the
warm and wet coastal regions of South Carolina
and Georgia, it was rice. In the early 1730s,
these two colonies were exporting 16.9 million
pounds of rice per year; by 1770, the amount was
83.8 million pounds. Meanwhile, the number of
pounds of tobacco exported per year by Virginia,
Maryland, and Delaware rose from 32 million in
1700 to 88.3 million in 1770.
Growing and harvesting these crops was extremely difficult work that most
free laborers were unwilling to do. Throughout the Southern Colonies, African
slaves supplied most of the labor on tobacco and rice plantations. Virginia
planters began to purchase large numbers of Africans in the mid-1600s. In
1650, Africans in Virginia numbered only about 400, which accounted for
2 percent of the colony’s population. By 1700, enslaved Africans totaled
16,000, or 28 percent of the colony. Around 1750, the figure was 40 percent.
In South Carolina, Africans outnumbered Europeans throughout the 1700s.
To produce staple crops, planters needed huge amounts of land and labor
but very little else. As a result, the Southern Colonies remained a region of
plantations strung out along rivers and coastlines. Except for the cities of
Charles Town (later renamed Charleston), South Carolina, and Williamsburg,
Virginia, the South had few towns and only a small group of people who could
be called merchants.
The Middle Colonies From Maryland north to New York, the economy of
the Middle Colonies was a mixture of farming and commerce. The long stretch
of the Delaware and Hudson rivers and their tributaries allowed colonists to
move into the interior and establish farms on rich, fertile soil. There they
specialized in growing grains, including wheat, barley, and rye. This kind of
farming was very profitable.
Commerce, however, was just as important as agriculture in the Middle
Colonies. New York and Philadelphia were already among the largest cities in
North America. Home to growing numbers of merchants, traders, and
74
CAPTION ANSWERS
Viewing History The slave huts are
smaller and built with fewer windows
and of somewhat rough materials.
The slave homes are also very close
together, while the plantation house
stands alone.
Chapter 3 • Growth of the American Colonies
RESOURCE DIRECTORY
Teaching Resources
Units 1/2 booklet
• Section 1 Quiz, p. 26
Guide to the Essentials
• Section 1 Summary, p. 15
Other Print Resources
Historical Outline Map Book The New England
Colonies, p. 16; The Middle Colonies, p. 17;
The Southern Colonies, p. 18; Major Trade
Routes, p. 19
74 • Chapter 3 Section 1
PWSurvey05 TE_CH03
1/12/04
9:19 AM
Page 75
craftspeople, these cities teemed with people in
the business of buying and selling goods. Ships
from all over the Atlantic World arrived regularly
in their ports. Philadelphia became the major port
of entry for Germans and Scotch-Irish people
coming to North America as indentured servants.
The populations of both New York and
Pennsylvania were ethnically diverse. They
included English, Dutch, French, Scots, Irish,
Scotch-Irish, Germans, Swedes, Portuguese Jews,
Welsh, Africans, and Native Americans. No
wonder a traveler in the late 1750s believed he
would never identify “any precise or determinate
character” in the population of New York—it was
made up of “different nations, different languages, and different religions.”
The Thirteen Colonies, 1750
0
0
100
100
Section
200 mi.
200 km
Maine
New
England
Colonies
(part of
Mass.)
N.H.
e On
Lak
ke
La
tario
New York
Middle
Colonies
Albany
Mass.
Conn.
Penn.
Perth Amboy
Philadelphia
N
40°
Newport
R.I.
New York
N.J.
New Castle
Baltimore
ATLANTIC
OCEAN
Md. Delaware
Virginia
Richmond
The New England Colonies
Williamsburg
In the 1700s, the
N
35°
Southern Colonies
New England Colonies were composed of small
Ethnic groups
farms and towns dependent on long-distance trade.
North
Winston-Salem
English
Carolina
Unlike the merchants of Philadelphia and New
New Bern
African American
York, those in Boston and Salem, Massachusetts,
Scotch-Irish
Wilmington
and Newport, Rhode Island, did not rely heavily
Camden
German
South
Scottish
on local crops for their commerce.
Carolina
Welsh
Instead, they carried crops and goods from
Charleston
Dutch
one place to another—a “carrying trade.” New
Georgia
N
30 °
French
Savannah
England traders hauled china, books, and cloth
Swedish
from England to the West Indies in the
Caribbean Sea. From the Caribbean they would
80°W
75°W
70°W
transport sugar back to New England, where it
was usually distilled into rum. They traded the
M A P S K I L L S This map shows
rum and firearms for slaves in West Africa and then carried slaves to the West
areas of major settlement by
Indies for more sugar. This trade between three points in the Atlantic World—
nationality. Location Where did
the Americas, Europe, and Africa—was called triangular trade.
most Germans settle?
1
Assessment
READING
COMPREHENSION
CRITICAL THINKING
AND WRITING
1. Why were colonies important to an
economy based on mercantilism?
5. Making Comparisons How were the
economies of the Southern, Middle,
and New England Colonies similar?
How did they differ?
2. List two reasons why England paid
little attention to its colonies from
the mid-1600s to the mid-1700s.
3. How did staple crops affect the
growth and settlement of the Southern Colonies?
4. Which colonies had the most ethnic
diversity?
6. Creating a Time Line Use the information in this section to create a
time line of events in English and
British colonial policy from 1660 to
1750.
Assessment
N
Boston
Hartford
e
Eri
Harrisburg
Portsmouth
Salem
1
PHSchool.com
An activity on early state
constitutions
PHSchool.com
mrd-1031
For:
Visit:
Web Code:
Chapter 3 • Section 1
Reading Comprehension
1. To acquire more gold and silver,
countries relied upon favorable trade
relations, the ideal being a home
country trading with its colonies
rather than with independent nations.
2. Possible answers: the Civil War that
raged within Great Britain’s borders;
England got what it wanted from its
colonies by leaving them alone (in
the early 1700s); Great Britain lacked
the power to exercise close control
over the colonies.
3. Staple crops required a large amount
of land and hard labor. The acute
shortage of labor in the Southern
Colonies resulted in the importation
of large numbers of African slaves.
The Southern Colonies became a
region of plantations along rivers and
coastlines, with only a few towns,
and a small group of merchants.
4. The Middle Colonies, in particular
New York and Pennsylvania.
Critical Thinking and Writing
5. Similar: All were located near the
Atlantic coast. All relied primarily
upon river and/or ocean travel for
their transportation needs. The citizens in all the colonies cherished the
idea of local government. Different:
The Southern Colonies depended
almost entirely upon agriculture; the
Middle Colonies were engaged in
commerce and agriculture. The New
England Colonies relied primarily
upon the carrying trade.
6. Time lines should include: 1660—
stronger Navigation Act; 1686—
Dominion of New England established;
1689—Glorious Revolution; early
1700s—salutory neglect.
75
PHSchool.com
Typing the Web Code when prompted
will bring students directly to detailed
instructions for this activity.
CAPTION ANSWERS
Map Skills Pennsylvania, Maryland,
central Virginia, and central and western North Carolina.
Chapter 3 Section 1 •
75