Presentation Plus! The American Republic To 1877
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Chapter Introduction
Section 1 Colonial Economy
Section 2 Colonial Government
Section 3 Culture and Society
Section 4 Rivalry in North America
Chapter Summary
Chapter Assessment
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Chapter Objectives
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• Define the triangular trade and explain how it affected American society.
• Understand how the regions in the colonies differed from one another.
• Understand why the use of enslaved workers increased in the colonies.
Section 1: Life in the Colonies
Chapter Objectives
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• Understand why the Navigation Acts angered the colonists.
• Identify the people who had the right to vote in colonial legislatures.
Section 2: Government, Religion, and Culture
Chapter Objectives
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• Explain how wars in Europe spread to the American colonies.
• Understand the purpose of the Albany Plan of Union.
Section 3: France and Britain Clash
Chapter Objectives
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• Explain how British fortunes improved after William Pitt took over direction of the war.
• Describe how Chief Pontiac united his people to fight for their land.
Section 4: The French and Indian War
Why It Matters
Independence was a spirit that became evident early in the history of the American people. The spirit of independence contributed to the birth of a new nation, one with a new government and a culture that was distinct from those of other countries.
The Impact Today
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Americans continue to value independence. For example:
• The right to practice one’s own religion freely is safeguarded.
• Americans value the right to express themselves freely and to make their own laws.
Guide to Reading
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Each region developed a unique way of life.
• subsistence farming
Main Idea
Key Terms
• triangular trade
• cash crop
• diversity
• slave code
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Colonial spinning wheel
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Making a Living in the Colonies
---Commercial New England---
1. New England farming was usually for subsistence farming, due to poor soil.
2. Most New Englanders lived in towns.
3. Small businesses thrived. ( blacksmiths,
furniture makers, etc. )
4. Fishing and ship building were major
commodities,
(pages 100–103)
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---The Middle Colonies---
1. Cash crops developed because of fertile farmland.
2. New York and Philadelphia=busy port cities ( wheat and livestock )
3. Lumbering, mining, small-scale manufacturing and home based crafts were the major industries.
4. Diverse cultural differences------ Germans, Dutch, Swedes and non-English peoples along with English peoples.
(pages 103–104)
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---The Southern Colonies---
1. Commerce was slow to develop.
2. Slave labor developed---economics based on tobacco and rice.
3. Plantations developed. ( Tidewater )
4. Some people settled in the backcountry. ( Appalachian Mountains )
(pages 104–105)
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The Growth of Slavery
1. The inhumane practice of slavery developed. --- ( led to economic success)
2. Middle Passage/Triangular Trade
( terribly cruel treatment and journey )
3. Most slaves lived on plantations ---
( slave codes—behavior & punishment )
4. Enslaved peoples culture had its
beginning at this time.
5. Many condemned slavery-Quakers, etc. (page 106)
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Checking for Understanding
__ 1. farming in which only enough food to feed one’s family is produced
__ 2. farm crop raised to be sold for money
__ 3. a trade route that exchanged goods between the West Indies, the American colonies, and West Africa
A. subsistence farming
B. triangular trade
C. cash crop
Define Match the terms on the right with their definitions on the left.
A
C
B
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Checking for Understanding
Reviewing Facts Identify the various economic activities carried on in the Middle Colonies.
Economic activities in the Middle Colonies were farming, cash crops, small-scale manufacturing, lumbering, mining, and trade.
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Reviewing Themes
Economic Factors How did New England’s natural resources help its commerce?
Streams and rivers powered mills and transported materials; forests provided lumber for shipbuilding; access to the ocean encouraged trading.
Critical Thinking
Making Inferences How do you think plantation owners in the Southern Colonies justified their use of enslaved Africans?
Possible answer: Owners felt that it was necessary to keep the economy strong.
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Analyzing Visuals
Geography Skills Study the map on page 103 of your textbook. What goods were traded from the British Colonies to Great Britain? From the West Indies to the British Colonies?
The British Colonies traded rice, tobacco, indigo, and furs to Great Britain. The West Indies traded goods and molasses to the British Colonies.
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Informative Writing Imagine you live in New England in the 1750s and are visiting cousins on a farm in the Carolinas. Write a letter to a friend at home describing your visit to them.
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Guide to Reading
The ideals of American democracy and freedom of religion took root during the colonial period.
• mercantilism
Main Idea
Key Terms
• export
• import
• representative government
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From Poor Richard’s Almanack
1. Protected rights for the English were spelled
out in the Magna Carta.
2. Representative government was illustrated in
the English Parliament. ( Law making body )
---Two Houses=Lords and Commons.
3. English Bill of Rights limited the ruler’s
powers. ( Forerunner of the American Bill
of Rights.----suspending of laws and
imposing of taxes could not happen without
the consent of Par;iament.
English Principles of Government
(pages 108–109)
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Colonial Government (America)
1. 3 types of colonial charters by the 1760’s:
A. Charter colonies of Connecticut and Rhode
Island.
B. Proprietary colonies of Delaware, Maryland
and Pennsylvania.
C. Royal colonies of Massachusetts, New
Hampshire, New Jersey, North Carolina,
South Carolina and Virginia.
2. Local governments in colonial towns led the
colonists to the strong belief in the right to
govern themselves. (Amer. Rev.) (pages 110–111)
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English Economic Policies
1. Mercantilism=make $ by developing colonies and to
export more than you import. ( America raw materials
can help England to do this. )
2. Navigation Acts were passed to force the colonists to
only deal with England.
3. Smuggling developed when the colonists could make
more $ in different world markets, which led to
conflict and friction between England and the
colonies.
(pages 112–113)
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Checking for Understanding
__ 1. colony run by individuals or groups to whom land was granted
__ 2. the ability to read and write
__ 3. colony established by a group of settlers who had been given a formal document allowing them to settle
__ 4. assistant who is assigned to learn the trade of a skilled craftsman
__ 5. a good sold abroad
A. export
B. charter colony
C. proprietary colony
D. apprentice
E. literacy
Define Match the terms on the right with their definitions on the left.
C
A
D
B
E
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Checking for Understanding
Reviewing the Facts Identify some contributions of women inside and outside the home.
Possible answer: Inside the home women contributed cooking, making clothes, tending livestock, and working in the fields. Outside the home women contributed by working as maids, cooks, nurses, teachers, seamstresses, or shopkeepers.
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Reviewing Themes
Continuity and Change Why did the Navigation Acts anger the colonists?
The acts restricted trade with all nations except England and limited the ships they could use.
Critical Thinking
Drawing Conclusions Why did Andrew Hamilton defend John Peter Zenger and free speech?
Hamilton believed that free speech was a basic right of English people.
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Analyzing Visuals
Picturing History Examine the printing press on page 112 of your textbook. Who established the first printing press in the colonies? How do you think the colonists communicated their ideas before printed material was widely used?
Stephen Daye established the first printing press in the colonies. Before printed material was widely used colonists may have communicated by writing by hand, posting notices, lectures, and talking in public places.
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Government Draw a chart that shows the structure of a royal colony, a proprietary colony, and a charter colony.
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Guide to Reading
Rivalry between Great Britain and France led to a long-lasting conflict.
• immigration
• apprentice
• Civic virtue
Main Idea
Key Terms
• epidemic
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Powderhorn, French and Indian War
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Life in the Colonies
1. Immigration was very important to the population
gain in the colonies. ( Epidemics killed many )
2. Old lifestyles were adapted to develop a new
American Spirit.
3. Family life included:
A. Men=formal head of the households---farmers,
craftsman, etc.
B. Sons=apprentices
C. Women=ran the households and tended the
children. Unmarried women became maids or
cooks, teachers, nurses, seamstresses, etc.(pages 116–118)
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American Beliefs
1. Families were the foundation.
2. There was a commitment to education, strong
religious beliefs, and openness to new ideas.
3. Colonials education:
A. Home taught
B. Bible, private and night schools
C. Ministerial colleges
4. The Great Awakening new birth of religion.
Churches place an emphasis on personal faith rather
then church rituals.---United all colonists.
(pages 118–119)
5. The Enlightenment which was the use of
knowledge, reason and science allowed the
colonies to improve their society. ( Ben F. )
6. Freedom of the press was instrumental in the
development of political opinion. ( Led to
government censorship and John Peter
Zenger court case. )
7. Civic virtue ( democratic ideas ) led to a new
form of ideas on freedom. ( Ben F. )
( Building blocks of a new nation. )
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Checking for Understanding
__ 1. a group of civilians trained to fight in emergencies
__ 2. a powerful group of Native Americans in the eastern part of the United States made up of five nations: the Mohawk, Seneca, Cayuga, Onondaga, and Oneida
A. Iroquois Confederacy
B. militia
Define Match the terms on the right with their definitions on the left.
B
A
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Checking for Understanding
Reviewing Facts List two reasons the French felt threatened by British interest in the Ohio River valley.
Possible answers: The French might have felt threatened because of the tradition of rivalry between the two nations, threat to their profitable fur trade with Native Americans, or competition over resources, land, and fishing grounds.
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Reviewing Themes
Continuity and Change Why did colonists consider George Washington a hero, even after he was defeated by the French?
His bravery in making the first move against the French made him a hero.
Critical Thinking
Analyzing Primary Sources Re-read Benjamin Franklin’s quote on page 119 of your textbook. What was his reaction to the colonies’ refusal to accept the Albany Plan of Union?
Franklin was frustrated that although the colonies expressed their desire for a union, they were unwilling to give up enough power to form one.
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Analyzing Visuals
Geography Skills Study the map on page 117 of your textbook. What countries claimed land in North America? What power controlled most of what is present-day Canada? If you live in North America, what country controlled the region in which you live?
Britain, France, and Spain claimed land in North America. Britain controlled most of what is present-day Canada.
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Expository Writing Make a list of five questions that a reporter might have asked Iroquois leaders after they reluctantly sided with the British.
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Guide to Reading
England and France fought for control of North America. The French and Indian War resulted from this struggle.
• alliance
Main Idea
Key Terms
• Iroquois Confederacy
• militia
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Native American maize mask
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Rivalry Between the French & British 1. France versus England in the Ohio River Valley.
A. Both made claims to the land-Forts
1.) Fort Duquesne ( FR.)
2.) Fort Necessity (ENG.) George Washington
and his militia.-----defeated by the French
B. Native American Alliances
1.) French had many allies
2.) English tried to unite with the Iroquois,
but they remained neutral.
C. Albany Plan of Union was a failure. ( Ben Fr. )
(pages 121–124)
The French and Indian War
1. Early on the French were very successful
with the help of other Native American
allies. (Algonquin and the Hurons)
2. Turning Point=William Pitt ( New Prime
Minister) British Troops sent to conquer
French Canada-Victories at Ft. Frontenac
and Fort Duquesne ( Ft. Pitt) turn the tide.
3. Quebec the French stronghold was captured
by the British ( Plains of Abraham ) ending
the war with the Treaty of Paris. (1763)
New British Policies
1. Raise the $ value on goods sold to the Native
Americans.
2. Pontiac’s War led to the Proclamation of
1763 ( no settlers beyond the Appalachian
Mts.----upset the colonists.)
3. England is in debt so they taxed the colonies
and tightened trade rules. ( Conflict will lead
to revolution. )
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Checking for Understanding
__ 1. person who risks money in order to make a large profit
__ 2. a close association of nations or other groups, formed to advance common interests or causes
A. alliance
B. speculator
Define Match the terms on the right with their definitions on the left.
B
A
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Checking for Understanding
Reviewing the Facts Name the three nations that were involved in the Seven Years’ War.
Britain, France, and Spain were involved in the Seven Years’ War.
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Reviewing Themes
Individual Action How did Pontiac plan to defend Native Americans from British settlers? Was his plan successful?
He wanted to join Native American groups together to fight. He put together a successful alliance of Native American peoples.
Critical Thinking
Analyzing Information What did the British hope to gain by issuing the Proclamation of 1763?
They hoped to stop the fighting between colonists and Native Americans.
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Analyzing Visuals
Geography Skills Study the map of the French and Indian War on page 123 of your textbook. What was the result of the battle at Fort Duquesne? What route did British General Wolfe take to reach Quebec?
The battle of Fort Duquesne was a French victory. British General Wolfe traveled southwest from the Gulf of St. Lawrence to reach Quebec.
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Geography Sketch a map showing the land claims of Great Britain, France, and Spain in North America after the Treaty of Paris.
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Checking for Understanding
__ 1. farm crop raised to be sold for money
__ 2. colony run by individuals or groups to whom land was granted
__ 3. the theory that a state’s or nation’s power depended on its wealth
__ 4. farming in which only enough food to feed one’s family is produced
__ 5. a good bought from foreign markets
A. subsistence farming
B. cash crop
C. export
D. mercantilism
E. charter colony
F. proprietary colony
G. import
Define Match the terms on the right with their definitions on the left.
B
F
D
A
G
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Checking for UnderstandingDefine Match the terms on the right with their definitions on the left.
__ 6. colony established by a group of settlers who had been given a formal document allowing them to settle
__ 7. a good sold abroad
E
C
A. subsistence farming
B. cash crop
C. export
D. mercantilism
E. charter colony
F. proprietary colony
G. import
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Reviewing Key Facts
What immigrant groups settled in Pennsylvania?
Quakers and Mennonites settled in Pennsylvania for religious freedom.
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Reviewing Key Facts
What was England’s reason for the Navigation Acts?
The Navigation Acts were established to prevent other countries from profiting from trade with the American colonies.
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Reviewing Key Facts
What was the Enlightenment?
It was a European movement based on the idea that knowledge, reason, and science could improve society.
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Reviewing Key Facts
What North American land claims were the French forced to give up in the Treaty of Paris?
The French gave up all of Canada and lands east and west of the Mississippi including New Orleans in the Treaty of Paris.
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Reviewing Key Facts
Why did the Proclamation of 1763 cause friction?
It kept colonists from moving west of the Appalachians, and some had already bought land there and were denied access to it.
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Critical Thinking
Drawing Conclusions Re-read the People in History feature on page 109 of your textbook. In what ways did Benjamin Franklin represent the Enlightenment way of thinking?
Franklin acquired and spread knowledge and was interested in science.
Critical Thinking
Determining Cause and Effect How did the French relationship with Native Americans help them in their conflicts with the British?
Usually Native Americans sided with the French, who had treated them well and respected their ways.
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Geography and History ActivityStudy the map below and answer the questions on the following slides.
Geography and History Activity
Britain, Spain, and France controlled land on the continent.
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What countries controlled land on the continent?
Geography and History Activity
Spain controlled Mexico, the present-day southwestern states, Florida, Central America, and the western coast of South America.
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What regions were under Spain’s control?
Geography and History Activity
Mexico was controlled by Spain.
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Who controlled the land that is now Mexico?
Geography and History Activity
France controlled the Mississippi River.
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What nation controlled the Mississippi River?
Directions: Use the map below to answer the following question.
Standardized Test Practice
Test-Taking Tip Make sure that you look at the map’s title and keyso that you understand what it represents. Since the map does not show total population of the colonies, you can eliminate answer G.
According to the map, which of the following statements is true?
F The Appalachian Mountains divided North Carolina and South Carolina.
G Virginia had the largest population.
H Most of Delaware’s people were English.
I Dutch communities were widespread throughout South Carolina.
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Standardized Test Practice
Suppose the colonies had agreed to the Albany Plan of Union. How might the diverse values and economies have affected the attempts to govern and regulate trade in all the colonies?
Friction might have developed over such questions as the role of religion in government, slavery, and trade policies.
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Explore online information about the topics introduced in this chapter.
Click on the Connect button to launch your browser and go to The American Republic to 1877 Web site. At this site, you will find interactive activities, current events information, and Web sites correlated with the chapters and units in the textbook. When you finish exploring, exit the browser program to return to this presentation. If you experience difficulty connecting to the Web site, manually launch your Web browser and go tohttp://tarvol1.glencoe.com
Accents
Nathaniel Hawthorne
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Language Arts In the seventeenth century, New Englanders spoke with a Southern accent. This accent, carried over from England, dominated in America until the eighteenth century, when Americans in New England began speaking much like they do today.
Language Arts Nathaniel Hawthorne (1804-1864) drew on his New England Puritan heritage in writing The Scarlet Letter and The House of Seven Gables, both of which are set in the colonial period. One ancestor, Major William Hathorne (it was Nathaniel who changed the spelling of the family name), is described in The Scarlet Letter as a “grave bearded, sable-cloaked and steeple-crowned progenitor.” The major was a magistrate known for his persecution of Quakers. His son John, also a magistrate, presided over the famous Salem witch trials.
Slave Resistance Enslaved Africans found ways to express their anger and resentment at their condition. Individuals might kill an overseer, poison a slaveholder, or run away. Some runaways joined bands of other escapees; some joined Native American groups; others went to cities where they could lose themselves in the free African American population. More passive resistance included pretending illness or following orders too literally. Actual revolts were less common, but they did occur. In New York in 1712, a group of about 30 enslaved persons set fire to a building and killed a number of whites. About 100 enslaved Africans staged the Stono Rebellion in 1739 in South Carolina, in which approximately 30 whites were killed.
James Wolfe James Wolfe’s forces at Quebec included about 200 ships and thousands of soldiers. For two months they sailed along the cliffs looking for a way to get at the seemingly impregnable fortress. Then one day Wolfe noticed women washing clothing in the river and later saw the clothes hanging to dry at the top of the cliff. A scout then found the path the women used. It was attention to detail that solved Wolfe’s problem.
Cooper, Smith, Wright Many proper names come from occupations. For example, a cooper was a person who made wooden tubs or barrels. A smith was a metalworker. A wright was a person who made something (wheelwright, playwright).
Life in the colonies often revolved around local printers who produced pamphlets, small flyers, books, and newspapers. The first printing press in the American colonies was established by Stephen Daye in 1639.
Colonial Printing Press
This feature can be found on page 112 of your textbook.
Type is made up of large numbers of single letters that can be moved and reused.
A sheet of paper is fitted into the paper holder,which is then folded on top of the type form.
1
This feature can be found on page 112 of your textbook. Click the mouse button or press the Space Bar to display the information.
1 paper
holder2 platen
3 horizontal
lever
4 type form 5
paper
Colonial Printing Press
The platen presses the paper onto the inked type.
2
This feature can be found on page 112 of your textbook. Click the mouse button or press the Space Bar to display the information.
1 paper
holder2 platen
3 horizontal
lever
4 type form 5
paper
Colonial Printing Press
The horizontal lever lowered or raised the platen.
3
This feature can be found on page 112 of your textbook. Click the mouse button or press the Space Bar to display the information.
1 paper
holder2 platen
3 horizontal
lever
4 type form 5
paper
Colonial Printing Press
Type form was slid under the raised platen.
4
This feature can be found on page 112 of your textbook. Click the mouse button or press the Space Bar to display the information.
1 paper
holder2 platen
3 horizontal
lever
4 type form 5
paper
Colonial Printing Press
This feature can be found on page 112 of your textbook.
5 Paper was put in the paper holder. Once the paper was removed, it was hung up to dry on clothes lines. The lines were called flys and the printed papers became known as flyers.
1 paper
holder2 platen
3 horizontal
lever
4 type form 5
paper
Colonial Printing Press
Understanding Cause and Effect
Why Learn This Skill?
You know that if you watch television instead of completing your homework you will receive poor grades. This is an example of a cause-and-effect relationship. The cause–watching television instead of doing homework–leads to an effect–poor grades.
This feature can be found on page 120 of your textbook.Click the Speaker button to replay the audio.
This feature can be found on page 120 of your textbook. Click the mouse button or press the Space Bar to display the information.
Learning the Skill
A cause is any person, event, or condition that makes something happen. What happens as a result is known as an effect. These guidelines will help you identify cause and effect.
• Identify two or more events.
• Ask questions about why events occur.
• Look for “clue words” that alert you to cause and effect, such as because, led to, brought about, produced, and therefore.
• Identify the outcome of events.
Understanding Cause and Effect
Practicing the Skill
Study the cause-and-effect chart about the slave trade on the right. Think about the guidelines listed on the previous slide. Then answer the questions on the following slides.
This feature can be found on page 120 of your textbook.
Understanding Cause and Effect
Practicing the Skill
This feature can be found on page 120 of your textbook. Click the mouse button or press the Space Bar to display the answers.
1. What were some causes of the development of slavery in the colonies?
Some causes were colonists’ need to grow cash crops, increased demand for tobacco and rice, and the need for a large labor force to grow rice and tobacco.
2. What were some of the short-term effects of enslaving Africans?
Enslaved Africans were robbed of basic human rights and the African American population grew.
Understanding Cause and Effect
Practicing the Skill
This feature can be found on page 120 of your textbook. Click the mouse button or press the Space Bar to display the answer.
3. What was the long-term effect of the development of slavery?
Slavery created feelings of injustice and sowed seeds of regional conflict.
Understanding Cause and Effect
After viewing “Voyages of the Slave Trade,” you should:
• Know that from the early 1500s to the late 1700s, 12 to 14 million Africans were shipped to the Americas to work as slaves.
• Understand that several European countries were involved in the slave trade, and that forts, known as “slave castles,” were built on the west coast of Africa to protect their investment.
• Grasp how deplorable conditions were for the kidnapped Africans.
Objectives
Voyages of the Slave Trade
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Discussion Question
How many Africans were brought to North America via the Middle Passage from the 1500s through the 1700s?
Voyages of the Slave Trade
Between 12 and 14 million Africans were brought to North America.
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Discussion Question
What were the conditions like in the underground rooms where slaves were kept before voyages on the Middle Passage?
Voyages of the Slave Trade
Africans were crowded by the hundreds into small rooms. They had chains on their necks and arms. Human excrement built up on the brick floors over the centuries.
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Indentured servants were higher in social rank.
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The clan leaders governed the villages.
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Canasatego thought the Native Americans lose; the goods the Native Americans receive for their lands are soon worn out and gone.
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