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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