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Table of Contents
TAKS Objectives
and Expectations
Letter to the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Letter to the Family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Texas Correlation Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Pretest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Chapter 1: United States History and Politics through 1877 . . . . . . . . . . .43
Lesson 1: The American Colonies . . . . . . . . . . . . . . . . . . . . . .44
1, 8.1C; 4, 8.3A; 4,
8.16A
Lesson 2: A Revolution Begins . . . . . . . . . . . . . . . . . . . . . . . . .50
1, 8.4B
Lesson 3: The Revolutionary War . . . . . . . . . . . . . . . . . . . . . . .56
1, 8.4B; 1, 8.4C
Lesson 4: A Tradition of Natural Rights . . . . . . . . . . . . . . . . . .60
4, 8.16A; 4, 8.20A
Lesson 5: Founding a New Nation . . . . . . . . . . . . . . . . . . . . ..64
1, 8.16C; 4, 8.16D; 4,
8.20B; 4, 8.22B
Lesson 6: The Louisiana Purchase and
Westward Expansion . . . . . . . . . . . . . . . . . . . . . . . .68
1, 8.1C
Lesson 7: The American Antebellum South . . . . . . . . . . . . . . .72
4, 8.18B
Lesson 8: The Civil War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76
1, 8.1C; 4, 8.18B
Lesson 9: Reconstruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82
4, 8.17B
Chapter 2: Using Geography with History . . . . . . . . . . . . . . . . . . . . . . . . . .87
Lesson 10: Geographic Patterns . . . . . . . . . . . . . . . . . . . . . . .88
2, 8.10B
Lesson 11: Geographic Contexts . . . . . . . . . . . . . . . . . . . . . . .92
2, WG1A
Lesson 12: Spatial Diffusion . . . . . . . . . . . . . . . . . . . . . . . . . . .96
2, WG1B
Lesson 13: Settlement and Population Distribution . . . . . . . .100
2, WG6A
Lesson 14: Geographic Factors . . . . . . . . . . . . . . . . . . . . . . .104
2, WH12C
Lesson 15: Innovation and Society . . . . . . . . . . . . . . . . . . . .108
2, WH23A
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Chapter 3: Economics and Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .113
Lesson 16: Analyzing the Standard of Living . . . . . . . . . . . . .114
3, WG5B
Lesson 17: Economic Systems . . . . . . . . . . . . . . . . . . . . . . .118
3, WG10C
Lesson 18: Cultural Change . . . . . . . . . . . . . . . . . . . . . . . . . .122
3, WG18A
Chapter 4: Social Studies Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .127
Lesson 19: Primary and Secondary Sources . . . . . . . . . . . . .128
5, 8.30A
Lesson 20: Frame of Reference and Bias . . . . . . . . . . . . . . .132
5, 8.30D; 5, 8.30F
Lesson 21: People, Places, and Environments . . . . . . . . . . .136
5, WG8B
Lesson 22: Using Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . .140
5, WG21C
Lesson 23: Critical Thinking Skills . . . . . . . . . . . . . . . . . . . . .144
5, WH25C
Lesson 24: Interpreting Sources . . . . . . . . . . . . . . . . . . . . . . .148
5, WH26C
Posttest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .153
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .181
Biographies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .189
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The American Colonies
TAKS Objectives: 1, 8.1C; 4, 8.3A; 4, 8.16A
Words to Know
Virginia Company of
London
Jamestown
joint-stock company
House of Burgesses
representative
government
indentured servants
royal colony
The Mayflower
Compact
Parliament
Fundamental Orders
of Connecticut
laissez-faire
cash crops
People to Know
James I
John Smith
Powhatan
Pocahontas
John Rolfe
burgesses
Pilgrims
Separatists
William Bradford
Puritans
John Winthrop
The Founding of Jamestown, Virginia
In December 1606, three small ships left the English coastline for America.
Carrying 144 men and boys, the Susan Constant, Godspeed, and
Discovery sailed for four long months across the Atlantic Ocean. Financed
by a group of private investors known as the Virginia Company of
London, the hope was first to establish a colony and then garner
considerable profit in gold and furs.
The colonists chose a marshy location some sixty miles up the James River
(named for King James I) as the site for their new colony. They believed it
to be a suitable site where they could trade with Native Americans while
having a good vantage point to guard against an attack by the Spanish.
They named their settlement Jamestown. Though soldiers were among
the first settlers, many of the men came from British high society,
unaccustomed and unwilling to perform the hard labor needed for survival.
Diseases such as dysentery, typhoid, and malaria became epidemic. By
January 1608, only thirty-eight of the original 144 settlers remained alive.
Illness, lack of food, skirmishes with Powhatan natives, the hunt for gold
instead of food, and discontent among the settlers had taken its toll on
the settlement.
In 1609, the Virginia Company of London became a joint-stock company.
This allowed it to sell shares in the settlement to the public. The British
Crown granted shareholders substantial control over the colony. For almost
two years, the men who lived and worked at Jamestown functioned under
the leadership of Captain John Smith. During that time, he forged a
friendship with Powhatan, the powerful chief of the Powhatan empire. He
also gained the friendship of Powhatan’s daughter, Pocahontas. The
natives offered supplies needed by the colony. Soon, however, hostilities
resumed. The winter of 1609 –1610, known as the “starving time,” was
especially difficult. By winter’s end, the sixty settlers who remained alive
contemplated abandoning Jamestown.
Thomas Hooker
Anne Hutchinson
William Penn
Quakers
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Lesson 1: The American Colonies
Did You Know
In 1612, settler John
Rolfe developed a
variety of tobacco
that quickly became
profitable. As a labor
intensive crop, it
created a demand for
cheap labor, initially
filled by African and
European indentured
servants. Fifty years
later, the enslavement
of Africans became
law in Virginia.
In 1614, Pocahontas married John Rolfe, an English tobacco grower. The
marriage established a sense of good will, at least temporarily, between
the colonists and the Powhatan. Expansion onto Powhatan lands to grow
highly profitable tobacco brought renewed conflict. The economy of Virginia
quickly grew dependent on tobacco, which continued even after tobacco
prices began to fall.
Jamestown Becomes a Self-Ruling Colony
In 1619, the Virginia Company of London allowed Jamestown to establish
its own government with the right to create colonial laws. Jamestown
residents elected representatives, called burgesses, to the House of
Burgesses. It met for the first time in the Jamestown Church on July 30,
1619. The Virginia House of Burgesses was the first representative
government in America. Although the governor was appointed by the
Virginia Company of London, fifteen of the twenty-two members were
elected by the colony. Elected members had to be over seventeen years
of age and own property. All laws passed by the House of Burgesses
required the approval of the governor and the Virginia Company of
London. Nonetheless, the House of Burgesses became an elected body,
representative of the colonists and acting on their behalf.
In 1619, a Dutch ship presented twenty Africans to Jamestown, selling
them as indentured servants. Others followed. By the 1630s, some blacks
were enslaved while others remained indentured servants. By 1640, blacks
in Jamestown were not allowed to carry a gun. In 1692, blacks no longer
could own horses or cattle. By the early 1700s, enslaved Africans and
African Americans composed half of Virginia’s labor force.
With the Virginia Company of London continuing to face economic woes,
James I rescinded Jamestown’s charter and took control of the colony in
1624, making it the first royal colony in America. Even so, the House of
Burgesses continued to meet, though no longer as an official governing
body. In 1639, the colony’s governor re-established the House of
Burgesses. In 1699, colonists moved the House of Burgesses from
Jamestown (which had become an inconvenient location) to Williamsburg.
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Texas TAKS Coach, Gold Edition, Social Studies, Grade 10
New England Settlement
In 1620, some 102 individuals, including about fifty Pilgrims seeking
religious freedom, set sail from Plymouth, England for America. Some of
the Pilgrims were Separatists who wanted to establish their own church,
independent of the constraints of the Anglican Church, the official Church
of England. The Virginia Company had agreed to allow the Pilgrims to settle
in Virginia in return for half of all future profits.
Caught in a storm off Cape Cod, the colonists dropped anchor where they
could, eventually settling in Plymouth, near Cape Cod Bay. Because they
were outside the jurisdiction of any chartered area, they believed they had
the right to establish laws for themselves. Thus, forty-one men signed the
Mayflower Compact. This governing document first pledged loyalty to the
King James I of England. It then stated the group’s intention to form “a civil
Body Politick, for our better Ordering and Preservation . . .” The men also
elected the colony’s first governor, John Carver, and later, William
Bradford. The Plymouth Colony continued to be governed by the principles
established by the Mayflower Compact, until it was absorbed into the
Massachusetts Bay Colony in 1691.
In 1629, a group of non-Separatist Puritans formed their own joint-stock
company, the Massachusetts Bay Company, and secured a charter from
King Charles I for land north of the Plymouth Colony. Puritan leader John
Winthrop saw the formation of the Massachusetts Bay Company as an
opportunity for a new Puritan settlement in America. Winthrop and about
1,000 Puritans set sail for America with charter in hand to found the
Massachusetts Bay Colony. Winthrop hoped to make the new colony
a model Puritan settlement. The charter allowed for a civil government,
called the General Court, which had the power to levy taxes and elect
the governor and his assistants. Originally made up of “freeman”
(stockholders), the Court later replaced stock ownership with church
membership as the condition for being a freeman. When the number
of freeman became too large, the General Court eventually became a
two-house representative body, with two to three deputies representing
each town in Massachusetts. This system was similar in structure to
Parliament, Britain’s legislative body.
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Lesson 1: The American Colonies
The Thirteen Original Colonies
The Puritans came to America to establish religious freedom, yet they had
little tolerance for those who did not share their beliefs. In 1636, Thomas
Hooker led a small congregation to Connecticut, where the land seemed
far more suitable for farming than the rocky soil of Massachusetts. Here
they established a series of laws called the Fundamental Orders of
Connecticut to govern the new colony. In the 1630s, the colony of Rhode
Island began with the banishment of Roger Williams, Anne Hutchinson,
and other religious dissidents from Massachusetts. It soon became a refuge
for individuals who believed in the separation of church and government. In
1681, William Penn secured a large tract of land from King Charles II and
founded Pennsylvania. Penn was a member of the Quakers, a group of
people who practiced tolerance toward others, pacifism, religious equality
for women, and who did not have an established church ministry. The
Quakers often were persecuted for their way of life. In 1683, a legislative
assembly was established in Pennsylvania. Delaware, which formed from a
section of Pennsylvania, created its own legislature in 1703.
Largely due to England’s mostly laissez-faire (“hands-off”) economic
policies, thirteen diverse colonies were established along America’s
eastern coast between 1607 and 1732. Virginia, for example, developed
along streams and rivers to facilitate the tobacco trade. Such dependence
on a single crop did not occur in New England, where people established
small towns sustained by farming and fishing. The Middle Colonies,
including New York, Pennsylvania, New Jersey, and Delaware, produced
crops like wheat, corn and rye, as well as manufactured goods, for
domestic use and export. While some colonies, such as Virginia and
Maryland, maintained strong economic and political ties to the
British Crown, others sought greater freedom. Freedom, however,
was not extended to Africans.
The enslavement of Africans
and African Americans
Growth of the Thirteen Colonies
grew throughout the
colonies, but especially
in the South, where
plantation owners used
Atlantic
Ocean
slave labor to grow cash
crops like rice, tobacco,
indigo, and sugar.
Key
Before 1660
Between 1660 and 1700
Between 1700 and 1760
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Texas TAKS Coach, Gold Edition, Social Studies, Grade 10
History Speaks
STUDY QUESTION
“. . . of five hundred
within six moneths
after Captaine Smiths
departure, there
remained not past
sixtie men, women
and children, most
miserable and poore
creatures; and those
were preserved for
the most part, by
roots, herbes,
acornes, walnuts,
berries, now and
then a little fish. . . .”
Trade with England 1700–1750
(in thousand of pounds sterling)
1,500
—William Simmons,
from The generall
historie of Virginia,
New England & the
Summer Isles,
whose author is
John Smith, 1624
1,200
900
600
300
0
1700
1710
1720
1730
1740
1750
Year
exports
1
imports
What conclusion can be drawn from the information shown in the
bar graph?
A
Trade always favored the colonies.
B
Trade eventually favored England over the colonies.
C
Trade grew at a faster pace for the colonies than for England.
D Trade between England and the colonies had little effect on
self-government.
Discussion
Opportunities for trade, the ability of the colony to expand, and religious
freedom were important factors in the growth of colonial America. Trade,
however, was also each colony’s lifeline with England, the mother country.
Profit drove the establishment of the American colonies and was
instrumental in each colony’s form of government, its loyalty to the British
crown, and its relationship with other colonies. The graph shows that trade
did not always favor the colonies, though in the early 1700s, the colonies
usually had a trade advantage. Trade grew at about the same pace for both
England and the colonies in the early part of the 18th century. By 1750,
however, trade greatly favored England. This was an important factor in
England’s effort to maintain political control over the colonies.
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Lesson 1: The American Colonies
Lesson Practice
DIRECTIONS
Choose the correct answer and circle the corresponding letter.
1
Which of the following was established in
1607?
4
The House of Burgesses —
F
had the full support of Charles I
elected the governor of Virginia
A
The House of Burgesses
G
B
The Massachusetts Bay Colony
H represented Parliament in Virginia
C
The Jamestown settlement
J
D The Plymouth Colony
2
What statement best explains the growth of
representative government in Massachusetts
Bay Colony?
F
G
3
Why did the colonists feel the Mayflower
Compact was necessary?
A
The Puritans wanted to establish order
within their societies.
All colonists had to agree on where to
settle.
B
England encouraged self-rule among the
colonies.
Good relations with Native Americans
were needed.
C
There needed to be a way to maintain
order within the colony.
H Religious tolerance depended on the
growth elected legislatures.
J
5
was an elected governing body in
Virginia
Each newly chartered colony patterned
itself on other colonies.
D Colonists would need to work hard to
make the colony successful.
The Mayflower Compact served to
establish —
A
religious freedom throughout the
colonies
B
the possibility of self-government
C
trade agreements with England and
France
D a covenant between Separatists and
non-Separatists
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