Chapter 3 Essays and Short Answer

Chapter 3 Essays and Short Answer

Name: ________________ Date: __________

Answer the following question(s) on the back of this paper or on a separate sheet of paper.

1. Explain how the English colonies were affected by any two of the following: the passage of

the Navigation Acts, the establishment of the Dominion of New England, the Glorious

Revolution, or the period of salutary neglect.

2. Compare the status and daily life of a typical lower-class white woman, an indentured

servant, and an enslaved African living in the colonial South.

3. How and why was life in the Northern colonies more diverse than life in the Southern

colonies?

4. How were the American colonists' views of Britain and the British military were affected by

the French and Indian War and its aftermath? Explain your ideas.

5. Explain the causes and the results of the French and Indian War.

Think About:

- why England and France were rivals in North America

- the territories that were lost and gained by each side

- how the outcome of the war affected Native Americans

6. Describe the main differences between the economies of the northern and southern

colonies in the early 1700s.

Think About:

- what was produced

- where people lived

- the role of enslaved Africans

7. Why did the importation of enslaved Africans increase dramatically in the late 1600s and

early 1700s? Explain how Africans became the foundation of the economy of the Southern

colonies during this period.

Think About:

- the plantation economy

- indentured servants

- the slave trade

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8. How did the French and Indian War lead to problems between the colonies and Great

Britain? Why did many colonists develop ill feelings toward Great Britain even though they

had fought side by side with British troops?

Think About:

- the Proclamation of 1763

- new trade regulations

- the presence of British troops in the colonies

9. In what ways did the colonies "come of age" between 1650 and 1750? How did British

policies during this period contribute to the colonists' ability and desire to govern

themselves?

Think About:

- the Navigation Acts

- the Dominion of New England

- salutary neglect

colonial governors and their relations with the colonists

10. Compare and contrast the status of women and Africans in the colonies in the early 1700s.

What restrictions did each group have to live with? How do you think members of each

group felt about their inferior status in society?

Think About:

- legal rights

- daily activities

- regional differences



Answer Sheet

1. Complete answers should include any two of the following points: Passage of the

Navigation Acts-This spurred a boom in the ship-building industry. led England to support

the development of numerous colonial industries, and restricted freedom of trade.

Establishment of the Dominion of New England-Massachusetts became a royal colony;

local assemblies were disbanded; northern colonies were consolidated and placed

under a single ruler with a hard-line attitude toward colonial disobedience of English

policies and laws; Navigation Acts were strictly enforced and smugglers prosecuted

vigorously. The Glorious Revolution-the Dominion of New England was disbanded and the

colonies' original charters were restored; greater religious freedom was established in

Massachusetts. The period of salutary neglect-The enforcement of the Navigation Acts

and other English colonial laws was relaxed, giving the colonists more economic and

political freedom; the seeds of self-government were planted in the colonies.

2. Complete answers should include the following points: While the status of people in all

three groups was extremely low, that of slaves was the lowest of all. Lower-class white

women were expected to be subservient to men; indentured servants were expected to

be subservient to their bosses; and slaves were expected to be subservient to all white

people. The daily lives of people in all three groups involved toil and drudgery.

Lower-class white women kept house, cooked, and farmed. Indentured servants and

slaves normally worked all day in the fields. The work of lower-class white women

probably varied more, and is likely to have offered more freedom and personal

satisfaction than field work did. Although lower-class white women and indentured

servants struggled for survival on a daily basis, most were probably better fed than slaves

and suffered less physical abuse.

3. Students might include points similar to the following:

a. Unlike the Southern colonies, the Northern colonies produced several cash crops per

farm instead of a single one.

b. Unlike the Southern colonies, the Northern colonies developed a diverse commercial

economy with many thriving industries.

c. A powerful merchant class developed in the Northern colonies but not in the Southern

colonies.

d. The Northern colonies had more cities, which resulted in a wider variety of

occupations and social problems.

e. The Northern colonies had more ethnic, religious, and national groups represented

among its population.



4. Complete answers should include the following points: Colonists lost much of their respect

for the British army, realizing that it was not invincible. After the war, colonists were

angered and felt threatened by Britain's installation of a standing army on their frontier.

The Proclamation of 1763 convinced the colonists that the British government was not

concerned with their needs. Britain's economic woes led to the use of writs of assistance

and passage of the Sugar Act, which the colonists felt threatened them economically and

was a violation of their rights. Although most colonists still considered themselves loyal

subjects of the king, they grew increasingly dissatisfied with the way they were taxed and

governed.

5. Complete answers should include the following points: England and France both had

expanding empires in North America in the 1750s. New France covered the Mississippi

Valley, while England controlled the colonies. The Ohio River Valley became a major

area of contention when the French built Fort Duquesne near the site of modern

Pittsburgh-an area that had been granted by Virginia to a group of English planters. A

militia group led by George Washington was sent to evict the French in 1754. Despite

early French victories, England defeated France in the French and Indian War. The Treaty

of Paris (1763) granted all land east of the Mississippi to England and gave most of

France's remaining territory to Spain. Native Americans, many of whom had fought with

the French during the war, found the English harder to bargain with than the French had

been.

6. Complete answers should include the following points: By the early 1700s, the South had

developed an agricultural economy, while the North had a diversified economy that

emphasized commerce. Southern plantations produced cash crops such as tobacco

and rice. Because plantations were self-sufficient and planters could use rivers to ship

goods directly, few cities developed and most people lived in rural areas. In New

England and the middle colonies, farmers grew several kinds of crops, and industries

such as iron-making and shipping developed. The importance of trade led to the growth

of large port cities, where many people lived. Because agriculture predominated in the

South and plantations were more profitable with cheap labor, enslaved Africans became

the backbone of the Southern economy. Slavery was not central to the North's economy.

7. Complete answers should include the following points: The large farms of the South, which

produced a single cash crop, required large numbers of field laborers. By using the

cheapest labor, plantation owners could maximize their profits. Enslaved Native

Americans met this need initially, but they could easily escape and avoid recapture in

the wild but familiar surroundings. Indentured servants from Europe, who accepted limited

servitude for a period, were the next low-cost source of labor. However, their numbers

dropped in the late 1600s as fewer were willing to accept the harsh work demanded of

them. Slaves from Africa had a higher initial cost, but once acquired they worked for life,

and thus were cheaper in the long run. The demand for more field laborers as plantations

expanded, along with the belief among most whites that dark-skinned peoples were

inferior, fueled the triangular slave trade, which provided an efficient method for bringing

slaves to North America.



8. Complete answers should include the following points: After the French and Indian War,

Britain's Proclamation of 1763 angered colonists because it banned settlement west of the

Appalachians. Although the ban did not halt expansion, it convinced many colonists that

the British government did not care about their needs. New laws brought on by Britain's

indebtedness after the war, such as the Sugar Act of 1764, which cracked down on

colonial smuggling, reinforced this opinion. Even before this law, the colonial governor of

Massachusetts had angered Boston merchants by authorizing searches of ships and

merchants' buildings. Great Britain also stationed troops in the colonies after the war, to

control Native Americans and former French subjects. The colonists resented the

presence of these troops, which they felt might be used against them and which added to

Britain's indebtedness.

9. Complete answers should include the following points: The Navigation Acts, which were

enacted in 1651, were designed to ensure that colonial trade enriched England, but the

acts also benefited the colonies. For example, requiring the use of English or colonial

ships spurred the colonial shipbuilding industry. Some colonial merchants, however,

especially in Massachusetts, violated the acts by smuggling. In response to this

disobedience, Charles II made Massachusetts a royal colony, and his successor, James

II, combined the Northern colonies into the Dominion of New England and outlawed local

assemblies. These actions bred resentment, but after the Glorious Revolution in England,

Massachusetts regained its charter, and England turned its attention away from the

colonies as it waged war with France. Under England's new policy of salutary, or

beneficial, neglect, Parliament did not supervise the colonies closely or strictly enforce its

regulations as long as they remained loyal and productive. This economic freedom,

combined with the fact that colonial assemblies had considerable power over royally

appointed governors because the assemblies held the power of the purse, gave the

colonies a taste for self-government.

10. Complete answers should include the following points: Enslaved Africans lived in

bondage for a lifetime. Considered to be property, they were worked hard and often

treated cruelly by their owners. In the South, slaves had no legal standing as persons; in

the North they had the right to sue and to appeal in the courts, but no laws protected them

from harsh treatment, and they could not carry weapons. In addition, racial prejudice

affected free blacks as well as slaves. Women had a much higher social status than

enslaved Africans, but they were second-class citizens with almost no legal rights. They

could not vote or preach and could not own property or run their own businesses after

they married. In everything, they were expected to be obedient to their husbands. When

women received an education, it was very basic. Most women lived on farms, where

their days were filled with labor. Students may say that slaves would have resented their

inferior status more than women did because slaves lived under much harsher conditions

and more severe restrictions on their freedom and had been forced into slavery against

their will.



Standards Summary: All Standards In Test

AL 10.1C Explaining how the institution of slavery developed in the colonies

AL 10.2 Compare the various early English settlements and colonies on the basis of

geography, economics, culture, government, and Native American

relations.

AL 10.2A Identifying tensions that developed between the colonists and their local

governments and between the colonists and Great Britain

NCSS IIIc use appropriate resources, data sources, and geographic tools such as

aerial photographs, satellite images, geographic information systems

(GIS), map projections, and cartography to generate, manipulate, and

interpret information such as atlases, data bases, grid systems, charts,

graphs, and maps;

NCSS IIIf describe and compare how people create places that reflect culture,

human needs, government policy, and current values and ideals as they

design and build specialized buildings, neighborhoods, shopping centers,

urban centers, industrial parks, and the like;

NCSS IIIg examine, interpret, and analyze physical and cultural patterns and their

interactions, such as land use, settlement patterns, cultural transmission of

customs and ideas, and ecosystem changes;

NCSS IIIh describe and assess ways that historical events have been influenced by,

and have influenced, physical and human geographic factors in local

regional, national, and global settings;

NCSS IIc identify and describe significant historical periods and patterns of change

within and across cultures, such as the development of ancient cultures

and civilizations, the rise of nations-states, and social, economic, and

political revolutions;

NCSS If interpret patterns of behavior reflecting values and attitudes that contribute

or pose obstacles to cross-cultural understanding;

NCSS VIIa explain how the scarcity of productive resources (human, capital,

technological, and natural) requires the development of economic

systems to make decisions about how goods and services are to be

produced and distributed;

NCSS VIIb analyze the role that supply and demand, prices, incentives, and profits

play in determining what is produced and distributed in a competitive

market system;

NCSS VIa examine persistent issues involving the rights, roles, and status of the

individual in relation to the general welfare;



NCSS VIi evaluate the extent to which governments achieve their stated ideals and

policies at home and abroad;

NCSS Xc locate, access, analyze, organize, synthesize, evaluate, and apply

information about selected public issues-identifying, describing, and

evaluating multiple points of view;



Name: ________________ Date: __________


(10 points each)


Think About:











Think About:



- the slave trade


colonies?




Think About:

- legal rights

- daily activities






themselves?

Think About:



- salutary neglect





Think About:




9. Explain how the English colonies were affected by any two of the following: the passage of

the Navigation Acts, the establishment of the Dominion of New England, the Glorious




Think About:

- what was produced





Answer Sheet











been.




















governed.





















colonies.


















their will.







relations.







graphs, and maps;























market system;





Name: ________________ Date: __________


(10 points each)


Think About:





colonies?






Think About:



- the slave trade



themselves?

Think About:



- salutary neglect







Think About:









Think About:

- legal rights

- daily activities




Think About:

- what was produced



10. Explain how the English colonies were affected by any two of the following: the passage

of the Navigation Acts, the establishment of the Dominion of New England, the Glorious




Answer Sheet











been.







colonies.













governed.



























their will.

















relations.







graphs, and maps;























market system;




Chapter 3 Essays and Short Answer

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