UNIT TWO: The English Colonies (1585-1763)
CHAPTER FOUR: The Colonies Develop (1651-1753)
LESSON 4-1: New England: Commerce and Religion, pgs. 95-101
OBJECTIVE(S): For the student to be able to:
1) list the resources and economic activities of the New England colonies
2) explain the changes in the New England colonies since their origin
3) compare and contrast the four colonial regions
VOCABULARY, TERMS AND NAMES TO UNDERSTAND FOR THIS LESSON:
Backcountry(95)- the far western edges of the other colonies
subsistence farming(96)- producing just enough food for one's needs
common(96)- shared land where public activities took place p
congregation(96)- group of people who belong to the same church p
mercantilism(96)- economic system that European nations used to enrich their treasures
smuggling(97)- importing or exporting goods illegally
Navigation Acts(97)- laws passed by the English government to ensure that England made money from the
colonies' trade – colonists could only trade with England and only use English ships
triangular trade(98)- complex system of transatlantic exchange of slaves, rum, sugar, and molasses
King Philip's War(99)- 1675-1676, Native American uprising against Puritan colonies
Complete the following items.
The Resources of New England
Complete the list of four distinct regions within the colonies. [95]
a. New England (northern-most colonies)
c. Southern Colonies
b. Middle Colonies
d. Backcountry (western edges of colonies)
1. TRUE / FALSE: The wealthiest of the four colony regions was the Middle Colonies. [95, New England]
2. Although farming was not profitable in the New England Colonies, what three money-making resources did this
area have? (complete the two answers not provided)
a. best whaling and fishing grounds
c. seaports for shipping/trade [96]
b. forest/lumber resources
3.
What was the main goal of the Navigation Acts passed by the English government in 1651? (select one) [97]
prevent smuggling
make money for England
provide jobs for the colonists
Atlantic Trade
4. TRUE / FALSE: Although there were few slaves in the New England colonies, this region helped "support" and
encourage the slave trade by purchasing and selling slaves from the West Indies, selling the slave trading areas fish
(food for the slaves) and by trading directly with the slave trading areas in Africa. [98-99]
King Phillip's War
5. What was the main problem that caused King Phillip's War, 1675-1676? [99] colonists on Native American land
Changes in Puritan Society
6. TRUE / FALSE: As the New England colonies became wealthier, the focus shifted to making money and away
from the area's Puritan religion and values. [100]
1
CHAPTER FOUR: The Colonies Develop (1651-1753)
LESSON 4-2: The Southern Colonies: Plantations and Slavery, pgs. 103-107
OBJECTIVE(S): For the student to be able to:
1) explain why the Southern Colonies developed a dependence on slavery
2) compare and contrast the four colonial regions
VOCABULARY, TERMS AND NAMES TO UNDERSTAND FOR THIS LESSON:
Stono Rebellion(98)- 1739, slave rebellion in South Carolina (named for Stono River near Charles Town)
tidewater(103)- the flat land along the coast
cash crops(103)- crops raised to be sold for money
elite(104)- the highest ranking social group
Bacon's Rebellion(104)- 1676, rebellion in Virginia caused by the Governor's refusal to defend colonists' land
overseers(105)- people who watch over and direct the work of slaves
indigo(106)- plant that produces a deep, blue dye p
Eliza Lucas(106)- introduced indigo (plant producing a deep, blue dye) as a successful plantation crop
Complete the following items.
One American's Story
1. TRUE / FALSE: Plantations were often far away from other plantations and major cities. Because of this
isolation, they needed to be self-sufficient in making whatever the owners needed or wanted. [103]
The Plantation Economy and The Search for Cheap Labor
2. TRUE / FALSE: The cash crops grown on plantation often required a great deal of work in planting, tending and
harvesting. In order to get the low-cost workers and still make a profit, plantation owners used poor free men,
indentured servants and eventually turned to using slave labor. [102-103, 106]
3. When indentured servants earned their freedom and wanted land to start their own farms they had to move inland
away from the tidewater, to the western edge of the colonies. Why was this a problem? [104]
land was not farmable
could not ship goods
conflicts with Native Americans
Expansion of Plantations Brings Resistance
4. TRUE / FALSE: Although living conditions and plantation work was "backbreaking" slaves were always
cooperative in doing the tasks they were assigned to ensure that the plantations were successful. [106]
5.
Because of their different economic systems, the northern and southern colonies developed differently.
Draw lines to identify ways that these areas were different. [107]
northern colonies
more larger farms/plantations, fewer towns and more distance between cities
southern colonies
smaller farms, more towns and larger cities located closer together
2
CHAPTER FOUR: The Colonies Develop (1651-1753)
LESSON 4-3: The Middle Colonies: Farms and Cities, pgs. 111-115
OBJECTIVE(S): For the student to be able to:
1) list the main resources and economic activities of the Middle Colonies
2) compare and contrast the four colonial regions
VOCABULARY, TERMS AND NAMES TO UNDERSTAND FOR THIS LESSON:
Quakers(111)- group of Protestant dissenters (disagreed with the structure or beliefs of the Church of England)
tolerance(111)- acceptance of different opinions p
artisans(113)- skilled craftspeople, such as blacksmiths and cabinet makers
denomination(114)- distinct religious group p
Philadelphia(112)- settlement on the Delaware River that became the fastest growing city in the colonies
Conestoga wagons(115)- covered wagons introduced by German immigrants
Complete the following items.
One American's Story and A Prosperous Region
1. The Middle Colonies became known for their tolerance toward others. What were they tolerant or accepting of?
a. races (Native Americans, African Americans) [111] c. other cultures (Dutch, German, English) [111]
b. other religions [111]
2. TRUE / FALSE: The Middle Colonies made money from growing food (especially grains), shipping and trade including the slave trade. [113]
African Americans in the Cities
3. TRUE / FALSE: Although farming was profitable in the Middle Colonies, the types of crops were not as labor
intensive (didn't require as much work to grow/tend/harvest) so slave labor was not common. [113]
4. TRUE / FALSE: Although slaves were not widely used in the middle colonies, because of the money made in the
shipping and selling of slaves no one spoke out against the idea of having slaves.
[114, Quakers and other religions spoke out against slavery as early as 1688]
Diversity and Tolerance
5. How did not taxing to support a specific religious denomination and practicing religious tolerance create a more
varied population in the middle colonies than that of the New England colonies in the North? [114-115]
cheaper land, more variety of people settled in the Middle Colonies bringing different knowledge/skills
3
CHAPTER FOUR: The Colonies Develop (1651-1753)
LESSON 4-4: The Backcountry, pgs. 117-120
OBJECTIVE(S): For the student to be able to:
1) explain how settlers in the Backcountry developed their own regional traditions and culture
2) compare and contrast settlers in the Backcountry area to settlers in the other three
colonial regions
VOCABULARY, TERMS AND NAMES TO UNDERSTAND FOR THIS LESSON:
Appalachian Mountains(117)- low (old) mountain range stretching from eastern Canada south to Alabama
fall line(118)- point at which a waterfall prevents large boats from moving farther upriver
Piedmont(118)- broad, flat plateau that lies at the foot of the Blue Ridge Mountains of the Appalachian range p
clans(118)- large groups of families that claim a common ancestor
Scots-Irish(118)- name given to the people from the borderlands of Scotland and England and the region of
northern Ireland
Complete the following items.
One American's Story
1. By reading the "Primary Source" piece on page 117, for what reason does it seem that the provincial secretary,
James Logan, wanted to get the Irish immigrants to settle in the Backcountry area? (select one) [117]
protect the colonies
make money for England
claim more land for the colonies
2. TRUE / FALSE: The Backcountry developed a reputation for good farmland and for the cooperation the colonists
had developed with the Native Americans. [118, wild land where settlers fought Native Americans]
The Scots-Irish Arrive
3. Why didn't the new settlers, the people immigrating from Scotland/England, just spread out along the coastal areas
instead of heading inland into the Backcountry area?
[118] land was already taken by the planters
Using the chart on page 119, which of the four colonial regions was the least profitable (made the least amount of
money)? (select one) [119]
New England (Northern) Colonies
Middle Colonies
Southern Colonies
Backcountry
[ns but implied 119, fewest resources and poor farmland]
Beyond the Frontier
5. What other two groups were competing for the same areas of land in the Backcountry and farther west?
a. Native Americans
c. American colonists wanting to settle in the west
4.
b. Spanish - western areas
d. French - in northern area/Canada [120]
6. TRUE / FALSE: Although the conflicts in the Backcountry were unfortunate, as a result the different regions of
the colonies learned to unite and work together to fight a common enemy. [120]
*Using the chart on page 119, which of the four colonial regions do you think you would have wanted to live in if you have to move to one of them? [119, vary]
New England (Northern) Colonies
Middle Colonies
Southern Colonies
Backcountry
Explain why: vary, larger cit
4
UNIT TWO: The English Colonies (1585-1763)
CHAPTER FIVE: Beginnings of an American Identity (1689-1763)
LESSON 5-3: The French and Indian War pgs. 142-148
OBJECTIVE(S): For the student to be able to:
1) explain why Native Americans were involved in conflicts
with Europeans in the colonies.
2) explain how the French and Indian War changed the colonies.
VOCABULARY, TERMS AND NAMES TO UNDERSTAND FOR THIS LESSON:
Pontiac's Rebellion(143)- 1763, Native American revolt against the British colonies
French and Indian War(143)- 1754-1763, war between Britain, France and their allies for control of North America
pact(146)- formal agreement; a bargain
Battle of Quebec(146)- battle that led to the British victory in the French and Indian War
Treaty of Paris(146)- 1763; treaty that ended the war between France and Britain
smallpox(148)- highly infectious and often fatal disease prediction that
Proclamation of 1763(148)- British declaration that forbade colonists from settling west of the Appalachians
Complete the following items.
Europeans in Native American Lands
1. TRUE / FALSE: During the French and Indian War both sides had Native Americas fighting with and against
them. [143]
2. TRUE / FALSE: The fighting in the colonies between the French and English was caused by competition for land
and for the money that was being made in the fur trade with Native Americans. [143-144]
War Begins and Spreads and The New Colonial World
3. Draw lines matching the following events with their outcome/significance (importance).
a. French and Indian War
this battle for a major French city (in what is now Canada) was
a turning point in the war; war ended with the French loss of Montreal
b. Albany Plan of Union
although rejected, this was the first formal attempt at unifying the colonies
c. Battle of Quebec
agreement following the French and Indian War (and the Seven Years' War);
ended French control of land in North America; increased British territory
d. Treaty of Paris (1763)
name given to the attacks on the three remaining British forts west of the
Appalachian mountains after French had left - led to Proclamation of 1763
e. Pontiacs Rebellion
name given to the conflicts fought between France and Great Britain in
North America (1754-1763) - increased the size of British controlled land
f. Proclamation of 1763
British law restricting settlement west of the Appalachian mountains;
angered colonists wanting to move to west
4. During the fighting of what was called Pontiac's Rebellion, what method was used by the British to secretly kill off
and reduce the number of Native Americans and end the fighting at Fort Pitt? [147-148]
British gave Native Americans smallpox-infected blankets to spread ies and more business in North, more
medium/small farms in Middle - less slavery
5
UNIT THREE: Creating a New Nation (1763-1791)
CHAPTER SIX: The Road to Revolution (1763-1776)
LESSON 6-1: Tighter British Control, pgs. 156-159
OBJECTIVE(S): For the student to be able to:
1) give examples of ways that the colonists felt they were being
unfairly controlled by the British Government
2) explain how the colonists reacted to increased British control
VOCABULARY, TERMS AND NAMES TO UNDERSTAND FOR THIS LESSON:
Proclamation of 1763(157)- British declaration that forbade colonists from settling west of the Appalachians
King George III(157)- British monarch who reigned during the revolution
Quartering Act(158)- act requiring the colonists to quarter, or house, British soldiers and provide them with supplies
Sugar Act(158)- law placing a tax on sugar, molasses, and other products shipped to the colonies
Stamp Act(158)- law requiring all legal and commercial documents to carry a stamp showing a tax had been paid
Patrick Henry(158)- member of Virginia's House of Burgesses (House of Burgesses(60)- first representative
assembly/governing body in the colonies)
Sons of Liberty(158)- secret society formed to oppose British policies
speculate(158)- to buy (something) as an investment in hope of making more money from it later
boycott(159)- refusal to buy
Declaratory Act(159)- 1766, statement by the British Parliament that they had supreme authority to govern the
colonies, made at the same time as the repeal, or taking away, of the Stamp Act
Complete the following items.
The Colonies and Britain Grow Apart
British Act/Law - what it did
British Reasoning
Colonists' Response
Proclamation of 1763 colonists were not allowed to
move west of Appalachian Mts.
[157-158]
effort to keep peace between
the Native Americans and the
colonists
[158]
angered the colonists who
hoped to move to or make
money by speculating,
purchasing land to sell later
for a profit [158]
Quartering Act - 10,000 British
troops were stationed in the
colonies to enforce the
Proclamation of 1763
[158]
the troops were placed in the
colonies to make sure the law
was followed; the Quartering
Act meant the colonies had to
house/equip the troops [158]
colonists felt it unfair that
they had to pay; felt that the
British were trying to control
movement/freedoms
[158]
Sugar Act - added tax on sugar,
molasses and other products
Stamp Act - a stamp had to be
purchased and placed on all
legal documents [158]
both acts were an attempt to
raise money to pay off
English debt (from the French
and Indian War) [158]
1) Stamp Act Congress
2) formed anti-government
groups like Sons of Liberty
3) boycotted British goods
1. TRUE / FALSE: The chant of "No taxation without representation!" meant that the colonists felt they should not
be taxed, or have other laws passed affecting them, without having a voice/representatives in British government.
6
LESSON 6-2: Colonial Resistance Grows, pgs. 160-166
OBJECTIVE(S): For the student to be able to:
1) list examples of ways that the British increased colonial control
2) explain how the colonists reacted to British decisions
VOCABULARY, TERMS AND NAMES TO UNDERSTAND FOR THIS LESSON:
Declaratory Act(161)- 1766, statement by the British Parliament that they had supreme authority to govern the
colonies, made at the same time as the repeal, or taking away, of the Stamp Act
Crispus Attucks(161)- among the colonists killed during the Boston Massacre
Boston Massacre(161)- 1770, incident in which British troops fired on and killed American colonists
duties(162)- taxes placed on imported goods
Townshend Act(162)- acts passed by Parliament in 1767 to tax imports in the colonies
writs of assistance(162)- search warrants used to enter homes or businesses to search for smuggled goods
Daughters of Liberty(163)- organization of colonial women formed to protest British polices
Samuel Adams(163)- leader of the Boston Sons of Liberty
John Adams(164)- defended the soldiers involved in the Boston Massacre in court resulting in their acquittals
committees of correspondence(165)- organization of secret letter/information exchange set up between the colonies
Boston Tea Party(166)- 1773, colonists protest British tax on tea by throwing cargo of tea into Boston harbor
Complete the following items.
Tightening British Control
1. TRUE / FALSE: Along with restating Britain's control over the colonies, the Declaratory Act also started a new
tax on tea in the colonies. [161]
2. Named for Britain's finance minister, Charles Townshend, the Townshend Acts (1762) made two major changes in
the colonies. List and explain those changes. [162]
a. new taxes on glass, paper, paint, lead and tea
b. writs of assistance - British officers could write permits so soldiers could search for smuggled goods
Colonists Protest
3. List examples of ways the colonies protested the new laws.
a. Daughters of Liberty - weave own cloth (rather than buy British) and buy locally made products [163]
b. Colonial Leaders stressed... protesting peacefully, constitutional methods "No Mobs" published in
Boston Gazette [163]
4. How did the Boston Massacre (1770) and the images and newspaper accounts of the event, effect the views of the
colonists toward the British soldiers and government?
[164]British were shown as evil villains; colonists as heroes
Economic Interference
5. TRUE / FALSE: After the Boston Massacre the Townshend Acts were repealed but the tax on tea remained as a
way for the British government to show that it still had power/control over the colonists. [164]
7
LESSON 6-3: The Road to Lexington and Concord, pgs. 168-174
OBJECTIVE(S): For the student to be able to:
1) describe how the Intolerable Acts pushed the colonies toward open revolt
2) explain why the first battles took place in Lexington and Concord
VOCABULARY, TERMS AND NAMES TO UNDERSTAND FOR THIS LESSON:
militia(169)- group of armed civilians pledged to defend their community
Boston Tea Party(169)- 1773, colonists protest British tax on tea by throwing cargo of tea into Boston harbor
Minutemen(169)- group of armed civilians, trained to be ready to fight "at a minute's warning"
Intolerable Acts(170)- 1774, series of acts (Coercive Acts) meant to punish Massachusetts and stop resistance
First Continental Congress(171)- meeting of delegates from most of the colonies in response to Intolerable Acts
Paul Revere(173)- one of three colonists who traveled on horseback to spread the news of British troop movement
Lexington and Concord(174)- sites of the first battles of the Revolutionary War
Loyalists(174)- Americans who supported the British during the Revolutionary War
Patriots(174)- Americans who supported the rebels during the Revolutionary War
Complete the following items.
The Intolerable Acts
1. In order to punish the colonists in Massachusetts for the Boston Tea Party, the Intolerable Acts (known as the
Coercive Acts in Great Britain) were passed by the British Parliament. Complete the list of these acts. [170]
a. closed Boston Harbor until destroyed tea was paid for
b. banned town meetings
c. replaced elected council with one appointed by the British government
d. increased the British-appointed Governor's (General Thomas Gage) power over the colonists
e. protected British officials from being put on trial in colonial courts
f.
allowed troops to be kept in private homes
2. List ways the colonies helped Boston and responded to the Intolerable Acts. [171]
a. sent food and money to Boston
b. committees of correspondence set up a meeting (1774, First Continental Congress)
of delegates from each colony to decide what to do next
c. banned all trade with Britain until the Intolerable Acts were repealed
d. called for colonies to begin training troops
e. agreed to meet again in seven months
3. TRUE / FALSE: The British government knew the location of the Massachusetts militia's supplies and where to
find two colonial leaders, John Hancock and Sam Adams from British spies in the colonies. [173]
4. Who were the three riders who carried the warning about the British army moving toward Lexington and Concord?
[173-174] Paul Revere, William Dawes and Dr. Samuel Prescott - only Prescott made it to Concord
5. TRUE / FALSE: The British were able to take Lexington and Concord before they were forced to retreat to
Boston . [174]
8
LESSON 6-4: Declaring Independence, pgs. 176-183
OBJECTIVE(S): For the student to be able to:
1) describe major events and battles led up to the Declaration of Independence
2) explain what ideas and information was included in the Declaration of Independence
VOCABULARY, TERMS AND NAMES TO UNDERSTAND FOR THIS LESSON:
Thomas Jefferson(174)- delegate from Virginia who wrote the Declaration of Independence
siege(178)- when enemy forces surround a town or city in order to force it to surrender
artillery(178)- cannon or large guns
Ethan Allen(178)- lead Patriot fighters known as the Green Mountain Boys; captured British Fort Ticonderoga
Second Continental Congress(178)- term for America's government during the Revolutionary War
Continental Army(178)- America's Patriot army during the Revolutionary War
Thomas Paine(180)- author of the pamphlet Common Sense that urged the colonists toward independence
Declaration of Independence(181)- the document that declared American Independence from Britain
Complete the following items.
The Siege of Boston
1. TRUE / FALSE: After the British retreated from Concord back to Boston (April, 1775), the Patriot forces
disbanded to regroup. [177-179] 15000 militia surrounded Boston and remained until the British withdrew in
March, 1776
2. From what source did the Continental Army get the cannons needed to end the siege at Boston. [178]
Ethan Allen's Green Mountain Boys captured the British Fort Ticonderoga and the cannon was hauled to Boston
3. TRUE / FALSE: In May, 1775, the Second Continental Congress (America's newly formed colonial
government) decided to create an army, the Continental Army with George Washington as it's general. [178]
4. Although both sides lost many men, who won the Battle of Bunker Hill (and Breed's Hill)? [178] British
The Conflict Spreads
5. TRUE / FALSE: Although it was rejected by the King, members of congress sent a document, the Olive Branch
Petition, asking the King to work toward a peaceful resolution to the war. [179]
6. What caused the British to finally retreat from Boston in March of 1776? [179-180]
arrival of the cannon from Fort Ticonderoga, cannon took two months to move from the fort to Boston
Rebellion Becomes Revolution
7. TRUE / FALSE: Immediately after regaining Boston it was clear that the American forces would make a clean
break from the British and become an independent country. [180] most colonists wanted to remain British
8. What document helped convince colonists that they should create an independent country? [180] Common Sense
9. TRUE / FALSE: The moment that the Declaration of Independence was approved by the Continental Congress
on July 4, 1776, the colonies considered themselves an independent nation free of British control. [182]
10. TRUE / FALSE: The moment that the Declaration of Independence was approved by the Continental Congress
on July 4, 1776, the British government and its King recognized the colonies as a free country. [183]
9
20 Causes/Events leading up to the Revolutionary War
EVENT
DATE
EXPLANATION
1 - Navigation Acts
(pgs 96-97)
1651
2 - French and Indian
War
(pg. 142, 143-148)
17541763
3 - Pontiac's Rebellion
(pgs. 147-148)
1763
4 - Proclamation
of 1763
(pgs. 157-158)
1763
5 - Quartering Acts
(pgs. 156, 158)
1764
To save on the cost of defending the colonies, the British government
requires citizens to house and feed soldiers in the colonies
6 - Sugar Act
(pgs. 156, 158)
1765
The British parliament passes a three-penny per gallon tax on foreign
molasses. Colonists are upset because they weren't consulted.
7 - Stamp Act
(pg. 158)
1765
Parliament passes a tax on items such as: newspapers, cards and legal
documents. Colonists boycott British products and sign petitions. In
1766 the Stamp Act is repealed.
8 - Townshend Act
(pgs. 162-163)
1767
A tax on: paint, lead, tea, paper and wine. Colonists again boycott,
petition and march in protest. Sons of liberty organize and some
violence breaks out during protests.
9 - Writs of Assistance
(pgs. 162)
1768
A law that allowed the British government to search any home or
building for smuggled goods. A few colonists (Samuel Adams)
begin to speak of independence.
10 - Boston Massacre
(pg. 163-164)
1770
Five colonists killed by British soldiers. One month later, parliament
repeals the Townshend Act - except the tax on tea.
10
20 Causes/Events leading up to the Revolutionary War (continued)
EVENT
DATE
11 - Tea Act
(pgs. 164-166)
1773
British East India Company is given a monopoly on tea. They lower
the price to force others out of business.
12 - Committee of
Correspondence
(pgs. 160, 165)
1773
Sam Adams has groups set up in every colony to communicate with
each other.
13 - Boston Tea Party
(pg. 166)
1773
A carefully planned political event. Tea is thrown into Boston harbor
to prevent taxed Tea from being sold in the colonies.
14 - Intolerable Acts
(pgs. 169-172)
1774
King George closes Boston to all trade and traffic. He tries to starve
Boston into submission. Other colonies come to Boston's aid. This
unites the colonies against the British government.
15 - Quebec Act
(not stated this text)
1774
King George opens the Ohio River Valley to French Catholics to
punish the colonists. This cuts off the western lands to the thirteen
colonies.
16 - First Continental
Congress
(pg. 171)
1774
Delegates from the colonies meet in Philadelphia to discuss
problems. They approve a militia in Massachusetts and agree to
boycott British products. The congress also sends a petition to the
king.
17 - Lexington and
Concord
(pg. 174)
1775
King George sends more troops to Boston to disarm the colonists.
The first shots of the American Revolution are fired at Lexington.
Eight colonists are killed. The British move on to Concord. They are
defeated and retreat to Boston where the city comes under siege.
18 - Second Continental
Congress
(pgs. 178-179)
1775
Delegates choose George Washington to command the army. They
send one final pleas for peace (Olive Branch Petition) to King
George.
19 - “Common Sense”
(pg. 180)
1776
A series of articles by Thomas Paine Urging the colonists to choose
independence rather than look for peace with the British.
20 - Declaration of
Independence
(pgs. 180-183, 184-188)
EXPLANATION
JULY 4 July 4, 1776 - Colonists formally declare their independence and
1776 freedom from the King/British government.
11