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Chapter 2 Resources

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TEACHING TRANSPARENCIESTEACHING TRANSPARENCIESWhy It Matters ChapterTransparency 2

Copyright © by The McGraw-Hill Companies, Inc.

W hy It Matters 2Free to Worship Chapter

APPLICATION AND ENRICHMENTAPPLICATION AND ENRICHMENTEnrichment Activity 2

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★ Enrichment Activity 2 ★★

Montezuma Sues!

(continued)

Europeans came to the Americas as theymade voyages of exploration to find awestern route to Asia. ChristopherColumbus, who sailed for Spain, firstreached the Bahamas in 1492. After learn-ing of the rich resources available in thesouthern Americas, Spain and Portugalcompeted for control of the new lands.Conquistadors set out to find gold andNative American laborers and to establishcolonies under the encomienda system. Thenative peoples they encountered held

different values from the Europeans. Many Native Americans were killed ordied from diseases introduced byEuropeans. In North America, the English,French, and Dutch came into contact withvarious Native American peoples. SomeEuropeans, such as William Penn, believedthat Native American land should not betaken without payment. While Europeansgained land and resources, NativeAmericans were introduced to horses, iron,Christianity, and crops such as oranges.

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1. How did the exploration and colonization of the Americas benefit Europeans?

DIRECTIONS: The Aztec emperor Montezuma has declared that the Spanish conquest of hisempire by Spanish forces is unconstitutional. He further states that his people have not bene-fited from the meeting of the two cultures. Montezuma has filed a lawsuit against theSpanish explorer Cortés and has hired a prosecuting attorney. You and your classmates willbe assigned roles in a court case to determine if the Aztec people should be awarded dam-ages or if they benefited from European colonization. Answer the questions below and onthe next page to prepare for the trial.

Courtroom Players

• Montezuma • Prosecuting Attorney

• Aztec Citizens • Defense Attorney

• Cortés • Jury

• Conquistadors • Judge

★ ★

• Additional Explorers, Colonists, and Native Americans

Questions to Consider

Linking Past and PresentActivity 2

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Linking Past and Present Activity 2

Pirates: Villains of the SeaPirates were sea-going rob-

bers who attacked ships on thehigh seas, and they often raidedcoastal towns as well. Piracy has

occurred throughout history, but its heyday was the1500s through the 1700s.

During the 1500s, European rivals competed to col-onize the newly discovered Americas. Spain controlledthe West Indies and much of South America. Treasure-laden Spanish galleons leaving Mexico and Peru werenatural targets for English, French, and Dutch pirates.Some of these pirates were privateers licensed bytheir government to attack ships of rival countries.Queen Elizabeth I of England commissioned privateerslike Sir Francis Drake to harass Spanish shipping.

By the late 1600s, English colonists had set up traderoutes to Europe. Many pirates, including the notori-ous Blackbeard, patrolled the eastern coast of NorthAmerica from their bases in the Bahamas. In 1717 and1718, Blackbeard terrorized the coast of North Carolinaand Virginia. He was finally caught and killed in 1718.“Black Sam” Bellamy, captain of the pirate shipWhydah, plied the New England coast. The Whydahsank in a storm in 1717 near Wellfleet, Massachusetts.The British Navy put an end to most of the world’spiracy by the late 1720s.

Although pirates no longerply their trade on the high seas,their legends live on. In 1984the sunken ship Whydah was

discovered off the coast of Cape Cod. Since then,divers have been recovering the ship’s artifacts—itemsfashioned from human craft such as weapons andtools.

According to legend, the Whydah carried 5 tons of silver and gold. Researchers may be getting closerto finding this treasure. Divers have recovered goldingots and more than 2,000 coins. Most coins wereSpanish “pieces of eight.” Some are gold doubloons.Many of these coins were made in Mexico and Peru.Those from Peru could be particularly valuable.Researchers suspect that the coins were fashionedfrom much older artifacts that were melted down and recast as coins.

Much of the jewelry found on the Whydah camefrom Africa. This jewelry provides insight into theWhydah’s history as a slave ship before Bellamy cap-tured it. Researchers discovered that some jewelrywas hacked into pieces. They interpret this as supportfor the idea that pirate crews tried to split up theirbooty evenly.

Blackbeard’s flagship, Queen Anne’s Revenge, ranaground off North Carolina’s Outer Banks. In 1996researchers found what may be this ship. They arenow diving for clues that they hope will clear up themysteries surrounding this pirate legend.

N O W

CRITICAL THINKING

Directions: Answer the questions below on a separate sheet of paper.

1. Making Inferences Why do you think people became pirates?

2. Distinguishing Fact From Fiction What do you think pirate life was really like?

3. Analyzing Information What can researchers learn from the artifacts they recover fromsunken pirate ships?

T H E N

Primary Source Reading 2

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Primary Source Reading 2-1 ★ ★ ★ ★ ★ ★

(continued)

On each altar there were two giant figures, their bodies very tall and stout.The first one, to the right, they said was Uichilobos, their god of war. It

had a very broad face with monstrous, horrible eyes, and the whole bodywas covered with precious stones, gold, and pearls. . . . The body was circledwith great snakes made of gold and precious stones, and in one hand heheld a bow and in the other some arrows. A small idol standing by him theysaid was his page; he held a short lance and a shield rich with gold and pre-cious stones. Around the neck of Uichilobos were silver Indian faces andthings that we took to be the hearts of these Indians, made of gold and dec-orated with many precious blue stones. There were braziers with copalincense, and they were burning in them the hearts of three Indians they hadsacrificed that day.

To the left stood another great figure, the height of Uichilobos, with theface of a bear and glittering eyes made of their mirrors, which they call tezcal.It was decorated with precious stones the same as Uichilobos, for they saidthe two were brothers. This Tezcatepuca was the god of hell and had chargeof the souls of the Mexicans. His body was girded with figures like little devils. . . .

In the highest part of the cu there was another figure, the wood of whichwas very richly carved, where there was another figure, half man and halflizard, covered with precious stones and with a mantle half over it. They saidthat its body was filled with all the seeds there are in all the world. It was thegod of sowing and ripening. . . . Everything was so covered with blood, thewalls as well as the alter, and it stank so much. . . .

Conquistadors and AztecsAbout the SelectionBernal Díaz del Castillo was a soldier

under Hernando Cortés during what Díazdescribed as the “. . . discovering, conquer-ing, pacifying, and colonizing of NewSpain.” Born in 1492, Díaz wrote his eye-witness account—The True Story of theConquest of Mexico—80 years later. Amonghis recollections were encounters withMontezuma, the leader of the Aztecs. In thepassage below, Díaz describes a time whenMontezuma showed Cortés and others stat-ues of the Aztec gods. Only a few years

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Reader’s Dictionary

brazier: a metal pan for burning materialcu: Aztec pyramid and templepage: an attendant of a lord or king, usually a boy

after this meeting, the Christian Europeanswould outlaw the native forms of worship.

GUIDED READINGAs you read, focus on the descriptions

that Díaz gives of the three gods. Thenanswer the questions that follow.

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The following standards are covered in Chapter 2:Section 1 IX Global Connections: A, B, D, ESection 2 III People, Places, and Environments: B, G, HSection 3 I Culture: A, C, DSection 4 IX Global Connections: A, B

Meeting NCSS Standards Local Standards

Time Line Activity 2

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A Pilgrimage to AmericaIn the early 1600s, the Pilgrims settled in the city of Leiden in Holland. They hadfled England because they faced imprisonment or other persecution as a result

of their rejection of the Anglican Church. However, the Pilgrims were not satisfied in Leiden andwanted to find a place where they could make a completely new start. In 1617 they began prepa-rations to create a settlement in America. In July 1620, the Pilgrims set sail from Holland in a shipcalled the Speedwell. They met their partner ship, the Mayflower, in Southampton, England.

In August 1620, the Mayflower and Speedwell departed from Southampton and headed forthe Atlantic Ocean. However, they were forced to turn back three times because the Speedwellwas leaking. Finally, they decided to leave the Speedwell behind and began choosing who wouldtravel on the Mayflower.

In September 1620, the Mayflower set sail for America with 101 passengers and approxi-mately 50 crewmembers. The voyage was complicated by conflict between passengers andcrew, who teased and taunted the Pilgrims. Finally, in November of that same year, the Mayflowerarrived at Cape Cod Harbor. Before going ashore, the men drafted and signed the MayflowerCompact. Over the next month, the Pilgrims searched the surrounding land and coast for anideal place to settle. On December 21, they landed at Plymouth Rock.

The Pilgrims struggled to survive their first winter in America. They completed severalshelters but more than half of their people died from sickness. In March, they began develop-ing a friendship with Squanto, Samoset, and the Wampanoag people. Throughout the springand summer, the Native Americans taught the Pilgrims to hunt, fish, and grow corn, beans, andpumpkins. The Native Americans’ help was successful, and the Pilgrims had an abundant har-vest. In the fall of 1621, the Pilgrims and Native Americans had a great feast to show their thanksfor the abundance.

Time Line Activity 2★

DIRECTIONS: Read the information above and then complete a time line about the Pilgrims’ journey and early days in America. If you need more room, use a separate sheet of paper.

November 1621July 1620 January 1621 July 1621

Critical Thinking SkillsActivity 2

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LEARNING THE SKILLThe values of a culture are the beliefs and customs that are important to a particular

group. These beliefs may be reflected in peoples’ lives in many ways, including theirlanguage, religion, economic and political systems, arts, and educational materials.

Use the following guidelines to help you identify the values of a culture:

• Determine the most important ideas and beliefs being communicated.

• Identify any themes that seem to be repeated or stressed.

• Decide if the ideas are representative of the society at large, or of the presenteronly.

PRACTICING THE SKILLDIRECTIONS: Read the introduction and excerpts below from The New England Primer. Thenanswer the questions that follow.

The New England Primer was a small textbook first published in Boston around 1683. Most ofthe children of colonial America learned to read from this book. The Primer included rhymed cou-plets to teach the alphabet and vocabulary words, as well as numerous short poems and readingselections. Three typical excerpts are provided below.

1. Do you think the values communicated in the Primer were representative of colonialAmerica in general? Why or why not?

2. Identify at least two cultural values that are reflected in the excerpts.

3. What cultural values are reflected in the textbooks you are currently using? Explain.

Critical Thinking Skills Activity 2 Identifying the Values of a Culture

Good Children must,

Fear God all Day,Parents obey,No false thing say,By no Sin stray,In doing Good.Love Christ alway,In Secret Pray,Mind little Play,Make no delay,

Awake, arise, behold thou hastThy Life a Leaf, thy Breath a Blast;At Night lye down prepar’d to haveThy sleep, thy death, thy bed, thy grave.

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First in the Morning when thou dost awake,To God for his Grace thy Petition make,Some Heavenly Petition use daily to say,That the God of Heaven may bless thee alway.

REVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENTReteaching Activity 2

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Reteaching Activity 2★

Colonizing America, 1519–1733

European powers rushed to claim colonies on the American continent. Spain foundedNew Spain on the ruins of the Aztec Empire and made territorial claims in both the South-west and Southeast. France built New France from Quebec, its northern capital, and extendedits claims as far south as Louisiana. England established 13 colonies on the eastern seaboard.

DIRECTIONS: Complete the chart below by filling in the details of the founding of the 13English colonies. The date of establishment as a permanent English colony is provided.

The 13 English ColoniesColony (Date of Establishment) Founder Purpose(s) of Founding

1. Virginia (1585) a. b.

2. Massachusetts (1620) a. b.

3. Maryland (1634) a. b.

4. Connecticut (1636) a. b.

5. Rhode Island (1644) a. b.

6. North Carolina (1663) a. b.

7. South Carolina (1663) a. b.

8. New York (1664) a. b.

9. New Jersey (1664) a. b.

10. New Hampshire (1679) a. b.

11. Pennsylvania (1681) a. b.

12. Delaware (1682) a. b.

13. Georgia (1733) a. b.

14. Critical Thinking Religion played a significant role in the colonization of America. TheFirst Amendment protects freedom of religion. However, conflict over the separation ofchurch and state continues to this day. Think of two recent examples of this conflict, andsummarize them on a separate sheet of paper.

Vocabulary Activity 2

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Colonizing America, 1519-1733

DIRECTIONS: Choose the term that best completes each sentence. Write the correct term in thespace provided. Then answer the questions at the bottom of the page.

presidios haciendas vaqueros Northwest Passage coureur de bois

privateers burgesses headright joint-stock company proprietary colony

heretic Restoration pacifism

1. The Virginia House of was the first general assembly.

2. herded cattle on large covering thousandsof acres in northern Mexico.

3. The term describes a time when the English Parliament decidedto put the monarchy back into place in 1660.

4. Individuals who owned a could govern any way they wished.

5. French fur traders known as lived among Native Americans.

6. Queen Elizabeth allowed English to attack Spanish ships.

7. Quakers advocated , or opposition to war and violence.

8. The Virginia Company’s system granted 50 acres of land to newsettlers who bought shares or paid their passage.

9. Explorers searched for the , a northern route through America to the Pacific.

10. The Spanish built forts called in New Mexico.

11. Anne Hutchinson was considered a for publicly dissenting withPuritan beliefs and, as a result, was banished from the Massachusetts Bay Colony.

12. A pooled the money of many investors for big projects.

13. Describe the relationship among the beliefs of Puritans, Separatists, and Pilgrims.

14. Explain how the terms conquistador and hidalgo relate to the encomienda system.

Vocabulary Activity 2★

Graphic Organizer 2

What I Know What I Wantto Find Out What I Learned How Can I

Learn More

Graphic Organizer 2:K-W-L-H Chartpy g y p ,

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L2L2L1L1

48B

Chapter 2 Resources

The following Spanish language materials are available:

• Spanish Reading Essentials and Study Guide• Spanish Guided Reading Activities• Spanish Reteaching Activities• Spanish Quizzes and Tests• Spanish Vocabulary Activities• Spanish Summaries• The Declaration of Independence and United States Constitution

Spanish Translation

SPANISH RESOURCESSPANISH RESOURCES

The following videotape program is available from Glencoe as a supplement to Chapter 2:

• Pocahontas: Her True Story (ISBN 1-56-501555-X)

To order, call Glencoe at 1-800-334-7344. To find classroom resources toaccompany many of these videos, check the following home pages:A&E Television: www.aande.comThe History Channel: www.historychannel.com

R

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ASSESSMENT AND EVALUATION

Vocabulary PuzzleMaker CD-ROMInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMAudio ProgramAmerican History Primary Source Documents Library CD-ROMMindJogger VideoquizPresentation Plus! CD-ROMTeacherWorks™ CD-ROMInteractive Student Edition CD-ROMGlencoe Skillbuilder Interactive Workbook CD-ROM, Level 2The American Vision Video ProgramAmerican Music: Hits Through HistoryAmerican Music: Cultural Traditions

MULTIMEDIAMULTIMEDIA

Chapter 2 Test Form B

Chapter 2 Test Form A

ExamView® Pro Testmaker CD-ROM

Standardized Test SkillsPractice Workbook Activity 2

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DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (4 points each)

Column A

1. Peru

2. North Carolina, Tennessee, Alabama, Arkansas, and Texas

3. northern Florida

4. Texas and New Mexico

5. Mexico and Central America

6. Southwestern United States

DIRECTIONS: Matching Match each colonial leaderlisted in Column A to the appropriate colony onthe map of the New England Colonies. Write thecorrect letters from the map in the blanks provided.

Column A

7. Roger Williams

8. Fernando Gorges

9. John Winthrop

10. Thomas Hooker

DIRECTIONS: Multiple Choice Choose the item that best completes each sentence oranswers each question. Write the letter in the blank. (4 points each)

11. What major advantage did the Spanish have over the Native Americansin Mexico?A. wealth C. gunsB. agricultural knowledge D. abundance of food

12. The primary force in colonizing the southwestern part of America wasA. the French. C. the Puritans.B. the Catholic Church. D. William Penn.

13. England’s first permanent settlement in North America wasA. Roanoke. C. Plymouth.B. Jamestown. D. New York.

Name �� Date �� Class ��

Score★ ScoreChapter 2 Test, Form A

(continued)

Colonizing America

Column B

A. Hernando de Soto

B. Hernán Cortés

C. Álvar NúñezCabeza de Vaca

D. Francisco Pizarro

E. Francisco Vásquezde Coronado

F. Pánfilo deNarváez

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Column A

1. forts established by the Spanish

2. system that granted land in Virginia to entice new settlers

3. pooled money from many investors

4. men who led the Spanish expeditions to take the rest of theregion around New Spain

5. people whose religious beliefs differ from the majority

6. men who herded the cattle on huge ranches in Mexico

7. Puritans who broke away from the Anglican Church toform their own congregation

8. “runners of the woods”—fur traders in Canada

9. huge ranches covering thousands of acres in northern Mexico

10. privately owned ships licensed by the government toattack ships of other countries

DIRECTIONS: Multiple Choice Choose the item that best completes each sentence oranswers each question. Write the letter in the blank. (4 points each)

11. Francisco Pizarro captured and held hostage the Inca emperorA. Montezuma. C. Malinche.B. Quetzalcóatl. D. Atahualpa.

12. Under the encomienda system, the Spanish encomendero was supposed toA. enslave the Native Americans and force them to work in Spanish mines.B. conquer the Native Americans and ship them to Cuba to work on Spanish farms.C. protect the Native Americans and work to convert them to Christianity.D. imprison the Native Americans until they accepted Spanish rule.

13. Which group of people best completes the graphic?A. encomenderos C. mestizosB. hidalgos D. pasoans

14. The Puritans believed thatA. every congregation should elect its own ministers.B. the pope should control the Anglican Church.C. the king of England should appoint bishops and archbishops.D. the Catholic Church should follow the teachings of Martin Luther.


Score★ ScoreChapter 2 Test, Form B

(continued)

Colonizing America

Column B

A. haciendas

B. coureurs de bois

C. conquistadors

D. joint-stockcompanies

E. heretics

F. vaqueros

G. Separatists

H. privateers

I. presidios

J. headrights

Class Structure in Spanish Colonies

peninsulares

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Performance AssessmentActivities and Rubrics 2


Use with Chapter 2

The Jamestown Settlement

BACKGROUNDIn 1604 a group of English businesspeople asked the king of England, James I,

for permission to start colonies in Virginia. James I agreed to their request, and theseinvestors became known as the Virginia Company. In 1606 the Virginia Companysent three small ships and 144 men to Virginia. After a very difficult journey, thecolonists founded a settlement that they named Jamestown. From the beginning, theJamestown colonists experienced problems. The site they chose for their town was abreeding ground for malaria-carrying mosquitoes. Few of the colonists could fish orhunt, and none of the original colonists knew how to raise livestock or cultivatecrops. The colonists who came from the English upper classes refused to do manuallabor. Arguing and bickering among the settlers became common. By 1608 most ofthe original colonists had died because of lawlessness, sickness, and food shortages.

In 1609 400 new settlers arrived in Jamestown. However, the winter of 1609–1610was very difficult. By the spring of 1610, only 60 settlers were still alive. The governorof the colony and his deputy drafted a harsh code of laws that helped to organize thecolonists. The colonists began to harvest tobacco, and the money received fromtobacco sales and the promise of free land helped to attract more settlers to the newworld. By 1622, more than 4,500 settlers had arrived in Virginia. This alarmed theNative Americans, who attacked Jamestown. The colony was devastated. The Englishcourt blamed the Virginia Company for the 350 deaths in the colony, and the com-pany’s charter was revoked. Virginia became a royal colony run by a governor whowas appointed by the king.

TASKYou are a tour guide in Jamestown and you give an oral presentation describing

the events that led to the settlement of Jamestown, the difficulties the settlers faced,and the results of the Native American uprising of 1622. The events in your presenta-tion should be given in chronological order.

AUDIENCEVisitors to Jamestown are your intended audience.

PURPOSEThe purpose of this activity is to create an oral presentation that will give visitors

to Jamestown accurate historical background about the colony. Your research willallow visitors to analyze the successes and failures of the Jamestown settlement.

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★ Performance Assessment Activity 2

HISTORY

Use our Web site for additional resources. All essential content is cov-ered in the Student Edition.

You and your students can visit tav.glencoe.com, the Web site compan-ion to the American Vision. This innovative integration of electronicand print media offers your students a wealth of opportunities. Thestudent text directs students to the Web site for the following options:

• Chapter Overviews • Student Web Activities• Self-Check Quizzes • Textbook Updates

Answers to the student Web activities are provided for you in the WebActivity Lesson Plans. Additional Web resources and Interactive TutorPuzzles are also available.

L2 L2 L2 L1/ELL

http://tav.glencoe.com

http://www.aande.com

http://www.historychannel.com

48C

Chapter 2 Resources

SECTION 1The Spanish and French BuildEmpires1. Explain the early Spanish settlement

of North America.2. Describe the colonial society in New

France.

SECTION 2English Colonies in America1. Explain the religious and economic

reasons why England became inter-ested in America.

2. Describe the founding of Jamestownand explain why it succeeded.

SECTION 3New England1. Discuss why John Winthrop founded

Massachusetts and describe the kindof society the Puritans built there.

2. Describe why Roger Williams andAnne Hutchinson left theMassachusetts colony.

SECTION 4The Middle and Southern Colonies1. Discuss the ideas of William Penn

and the Quakers, and describe thefounding of Pennsylvania andDelaware.

2. Summarize why the English coloniessucceeded.

Assign the Chapter 2 Reading Essentials and Study Guide.

Blackline Master

Poster

DVD

Videocassette

Transparency

Music Program

CD-ROM

Audio Program

Daily Objectives Reproducible Resources Multimedia Resources

*Also Available in Spanish

SECTION RESOURCES

Reproducible Lesson Plan 2–1Daily Lecture and Discussion Notes 2–1Guided Reading Activity 2–1*Section Quiz 2–1*Reading Essentials and Study Guide 2–1*Performance Assessment Activities andRubrics




Daily Focus Skills Transparency 2–1American Art & ArchitectureInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROMTeacherWorks™ CD-ROMAudio ProgramAmerican Music: Cultural TraditionsABCNews Interactive™ HistoricAmerica Electronic Field Trips

Daily Focus Skills Transparency 2–2Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROMSkillbuilder Interactive Workbook, Level 2TeacherWorks™ CD-ROMAudio Program

Daily Focus Skills Transparency 2–3American Art & ArchitectureInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROMTeacherWorks™ CD-ROMAudio ProgramAmerican Music: Cultural Traditions

Daily Focus Skills Transparency 2–4American Art & ArchitectureInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROMTeacherWorks™ CD-ROMVocabulary PuzzleMaker CD-ROMAudio Program

48D

Teacher’s Corner

The following articles relate to this chapter.

• “The Cajuns: Still Loving Life,” October 1990 • “La Salle’s Last Voyage,” May 1997• “The Millennium Series Exploration,” February 1998• “New Face for a Desert Mission,” December 1995• “Pizarro, Conqueror of the Inca,” February 1992• “Search for Columbus,” January 1992

INDEX TONATIONAL GEOGRAPHIC MAGAZINE

NATIONAL GEOGRAPHIC SOCIETYPRODUCTS

To order the following, call National Geographic at 1-800-368-2728:

• Colonization and Trade in the Americas

Access National Geographic’s Web site for current events,atlas updates, activities, links, interactive features, andarchives.www.nationalgeographic.com

KEY TO ABILITY LEVELS

Teaching strategies have been coded.

L1 BASIC activities for all studentsL2 AVERAGE activities for average to above-average

studentsL3 CHALLENGING activities for above-average students

ENGLISH LANGUAGE LEARNER activitiesELL

Chapter 2 Resources

• American Music: Cultural Traditions• American Art & Architecture• Outline Map Resource Book• U.S. Desk Map• Building Geography Skills for Life• Inclusion for the High School Social Studies Classroom

Strategies and Activities• Teaching Strategies for the American History Classroom

(Including Block Scheduling Pacing Guides)• Dinah Zike’s High School American History Reading and

Study Skills Foldables

ADDITIONAL RESOURCES FROM GLENCOE

Activities that are suited to use within the blockscheduling framework are identified by:

Lindsay VardalosPowell Junior HighMesa, AZ

Colonizing America TimelineThe time line is a great study tool and helps studentsto see the connections between events, especiallywhen a chapter does not go in chronological order.This activity can be applied to any period of time. Askstudents to put the following events in chronologicalorder and place them on a time line. Have studentsinclude a sentence or two about each event.

• Mayflower arrives at Plymouth Rock• King Philip’s War begins• Jamestown colony is founded• Spanish troops enter Aztec capital of Tenochtitlán• Martin Luther publishes Ninety-five Theses• La Salle voyages to mouth of Mississippi River• William Penn builds Philadelphia, capital of his

colony• Jacques Cartier discovers St. Lawrence River• Pizarro lands in Peru

From the Classroom of…

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSIn addition to the Differentiated Instruction strategies foundin each section, the following resources are also suitable foryour special needs students:

• ExamView® Pro Testmaker CD-ROM allows teachers totailor tests by reducing answer choices.

• The Audio Program includes the entire narrative of thestudent edition so that less proficient readers can listen tothe words as they read them.

• The Reading Essentials and Study Guide provides thesame content as the student edition but is written twograde levels below the textbook.

• Guided Reading Activities give less proficient readerspoint-by-point instructions to increase comprehension asthey read each textbook section.

• Enrichment Activities includes a stimulating collection ofreadings and activities for gifted and talented students.

http://www.nationalgeographic.com

48

Why It Matters Activity

Ask students to name some of the corevalues that they believe all Americansshare and explain how they thinkcolonists shaped these values. Studentsshould evaluate their answers after theyhave completed the chapter.

IntroducingCHAPTER 2Introducing

CHAPTER 2

Refer to Activity 2 in the Performance AssessmentActivities and Rubrics booklet.

PerformanceAssessment

MJ

The American VisionVideo ProgramTo learn more about America from1519 to 1733, have students view theChapter 2 video, “Early Explorers,”from the American Vision VideoProgram.

Available in DVD and VHS

MindJogger VideoquizUse the MindJogger Videoquiz topreview Chapter 2 content.

Available in VHS

PURPOSE FOR READING

Think/Write-Pair-Share is a strategy to engage students in their subject matter through discussion.Tell students that even though people of many different national, ethnic, and religious backgroundshave immigrated to the United States since 1500, the influence of Spanish, French, and Englishcolonists continues to shape the lives of all Americans. Ask students to first think about some oftheir own values that are linked to the values the colonists brought from their homelands. Theyshould then write down some of these values. After writing, students pair with a partner and sharetheir values. Conclude this activity with a class discussion. L1

▲▲

1526• Pizarro encounters

the Inca in Peru

▲

1600• Tokugawa period

of feudal rulebegins in Japan

▼

48

ColonizingAmerica 1519–1733

1519• Cortés arrives on

the Mexican coast

1517• Protestant

Reformationbegins

1527• Henry VIII breaks

with Catholic Church

1588• English defeat

Spanish Armada

Why It MattersSpanish, French, and English colonists came to North America. The colonies they founded often

reflected the values and traditions of their homelands. These values and traditions helped shapecore beliefs that most Americans share today.

The Impact TodaySeveral developments of the early colonial period are evident in the nation today.

• The language and culture of the southwestern United States reflect the influence of the early Spanish settlers.

• Religious conflicts convinced the colonists of the importance of toleration and freedom ofreligion, values important to Americans today.

• The democratic traditions and institutions of the modern United States originated during colonial times.

The American Vision Video The Chapter 2 video, “Early Explorers,” chronicles the voyages of some of theearly European explorers.

▲

▼ ▼▼

1500 1550 1600

1608• Champlain founds

Quebec

1609–1610• Santa Fe founded

COS Gr.10:1

49

IntroducingCHAPTER 2Introducing

CHAPTER 2

Organizing Information Have students indicate the names and approximate founding dates ofcolonies mentioned in this chapter using a table similar to the one shown.

GRAPHIC ORGANIZER ACTIVITYGRAPHIC ORGANIZER ACTIVITY

England France SpainRoanoke, 1587 New Jersey, 1664 Biloxi, New France, 1698 Mexico, New Spain, 1521Jamestown, 1607 New York, 1664 Santa Fe, New Mexico, 1609Plymouth, 1620 South Carolina, 1670 St. Augustine, Florida, 1565Massachusetts, 1630 New Hampshire, 1677 Eastern Texas, 1690Maryland, 1634 North Carolina, c. 1700

More About the Art

Ask: What seems to be the reactionof the colonists to the arrival of thesailing ships? (They appear to beexcited or anxious about the ships’arrival.)

Have students select a world eventfrom the time line and learn moreabout it. From their research have themwrite a brief description of the impactthe event had on American history.

HISTORY

Introduce students to chapter content and key terms by havingthem access the Chapter 2Overview at tav.glencoe.com.

Dinah Zike’s Foldables are three-dimensional, interactive graphicorganizers that help students practice basic writing skills, reviewkey vocabulary terms, and identifymain ideas. Have students completethe foldable activity in the DinahZike’s Reading and Study SkillsFoldables booklet.

AHSGE I-1C

▲

49

1681• William Penn’s charter

for Pennsylvania granted

1688• Glorious Revolution establishes

limited monarchy in England

1642• English Civil

War begins

This 1638 painting by Dutch artist Adam Willaertsis believed to depict the Plymouth colony.

▲

▼▼

1619• First meeting of

Virginia House ofBurgesses

1630• Massachusetts Bay

Colony established

▲ ▲

HISTORY

Chapter OverviewVisit the American VisionWeb site at tav.glencoe.comand click on ChapterOverviews—Chapter 2 topreview chapter information.

1650 1700

1680• Popé leads Native American

rebellion in New Mexico



50

1 FOCUSSection OverviewThis section describes how lifefor European settlers was shapedby the values they brought withthem and the geography of theregions where they settled.

CHAPTER 2Section 1, 50–57CHAPTER 2Section 1, 50–57

Project transparency and havestudents answer the question.

Interpreting a Table

DAILY FOCUS SKILLS TRANSPARENCY 2-1

Copyright © by The McGraw-Hill Companies, Inc. ANSWER: JTeacher Tip: Explain to students that Spanish colonies hadvery rigid social structures based on class. Tell them tolook for key words such as low or high to help determinea group’s status.

UNIT

1Chapter 2

SPANISH COLONIAL SOCIETY BASED ON CLASS

CLASS

Criollos

Mestizos

Peasants

Peninsulares

ORIGINS

Born in thecolonies of

Spanish parents

Born in the colonies of

Spanish/NativeAmerican parents

Native Americans, Africans, and

people of mixed descent

Bornin

Spain

COLONIAL TASKS

Lowergovernment and church positions

Artisans,merchants, and

shopkeepers

Laborers inmines and on

farms and ranches

Highestgovernment and church positions

Directions: Answer the followingquestion based on the table.

Which of the four groupswould be considered theupper class in Spanish colonial society?

F criollos

G mestizos

H peasants

J peninsulares

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 2–1

Answers to Graphic: I. The Conquest of Mexico

A. The Spanish Encounter theAztec

B. The Invasion BeginsC. Cortés Defeats the Aztec

II. New Spain ExpandsA. Pizarro Conquers the IncaB. Searching for Cities of GoldC. The Spanish Settle the

SouthwestStudents should complete the outlineby including all heads in the section.

Preteaching VocabularyHave students look up the pronuncia-tion and practice saying the sevenKey Terms that are derived fromFrench and Spanish.

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 2–1• Daily Lecture and Discussion Notes 2–1• Guided Reading Activity 2–1• Section Quiz 2–1• Reading Essentials and Study Guide 2–1

Transparencies• Daily Focus Skills Transparency 2–1

• American Art & Architecture

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROMTeacherWorks™ CD-ROMAudio ProgramAmerican Music: Cultural Traditions

In the spring of 1519, a courier arrived in Tenochtitlán, capital of the Aztec empire. He had newsfor the emperor, Montezuma II. Bearded white men bearing crosses were encamped on the easternshores of the emperor’s realm.

Montezuma was worried. For several years he had heard reports of strange men with “very lightskin” operating in the Caribbean. His subjects had also seen “towers or small mountains floating onthe waves of the sea.” Now these strange white men had come to his lands, and Montezuma did notknow what to do.

The men on the coast were Spanish soldiers. As they watched the soldiers, the people of easternMexico felt both fear and awe. One Aztec later recalled:

“They came in battle array, as conquerors . . . their spears glinted in the sun, and their pennonsfluttered like bats. They made a loud clamor as they marched, for their coats of mail and theirweapons clashed and rattled. . . . They terrified everyone who saw them.”

—quoted in The Broken Spears: The Aztec Account of the Conquest of Mexico

1519Cortés lands onMexican coast

50 CHAPTER 2 Colonizing America

✦1550 ✦1650

The Spanish andFrench Build Empires

Main IdeaThe Spanish and French colonies inAmerica reflected the values of Europeansociety and the geography of the regionsin which they settled.

Key Terms and Namesconquistador, Francisco Pizarro, presidio,Popé, hidalgo, encomienda, hacienda,vaquero, Northwest Passage, coureurde bois

Reading StrategyTaking Notes As you read about theSpanish and French colonies in America,use the section headings to create an out-line similar to the one below.

Reading Objectives• Explain the early Spanish settlement of

North America.• Describe the colonial society in New

France.

Section ThemeGlobal Connections European coloniz-ers shaped the new cultures of NorthAmerica.

✦1500 ✦1600

1532Pizarro invadesIncan empire

1565St. Augustine, Florida,established

1608City of Quebecfounded

The Conquest of MexicoLeading the Spanish march into the Aztec empire was a 34-year-old Spaniard named

Hernán Cortés. At age 19, Cortés had boarded a ship bound for the Spanish Indiesdetermined to make his fortune. He had no idea then that 15 years later he would over-turn a civilization and change the lives of millions of people.

1609–1610Santa Fe, New Mexico,founded

The Spanish and French Build EmpiresI. The Conquest of Mexico

A.B.

II.A.B.C.

51


2 TEACHDaily Lecture and Discussion Notes 2–1

I. The Conquest of Mexico (pages 50–52)

A. In 1519 the Spanish government asked Hernán Cortés to lead an expedition to the

Daily Lecture and Discussion Notes

Chapter 2, Section 1

Did You Know? The Aztec started Tenochtitlán on an island inwhat was then Lake Texcoco. The site of Tenochtitlán was a marshy,snake-infested land. However, the Aztec were able to make theland flourish. They used irrigation to grow crops. The also grewcrops on “floating gardens,” which they made by filling shallowareas of the lake and securing the soil with trees. Tenochtitlánincluded palaces, plazas, and pyramids. It also included ball courtsand a zoo. By 1520 the city was one of the largest cities in the worldin population.


Most Mexicans agree that Doña Marinaplayed a significant role in history. Someview her as a traitor, while others believethat her ability to negotiate spared manyAztecs from death at the hands of theSpanish. In addition to her role asCortés’s translator and negotiator, DoñaMarina was his mistress and the motherof one of his sons.

Discussing a Concept Ask stu-dents to discuss the concept ofcolonization. Encourage studentsto explore the reasons whyEuropean governments wantedto establish colonies, why peoplewere willing to move to thecolonies, and why NativeAmericans were adverselyaffected by colonization. At theend of the discussion, ask one ortwo students to summarize thediscussion. L2

READING THE TEXT

Using Think/Write-Pair-Share This strategy engages students in their subject matter throughdiscussion. Have students Think silently about what they know concerning the influence of theFrench and Spanish empires in the Americas. Ask them to Write down three to five influences theseempires had. Have students Pair up and Share their ideas with a partner. Then conclude with aclass Share discussion. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies andActivities in the TCR.

The Spanish Encounter the Aztec In 1511 Spanishtroops, led by Diego Velázquez, conquered Cuba.Cortés took part in the invasion, and his courageimpressed Velázquez. He rewarded Cortés by givinghim control of several Native American villages.

Six years later, smallpox swept across Cuba,killing thousands of Native Americans. WithoutNative American labor, the farms and mines theSpanish had built in Cuba could not function.Velázquez asked Cortés to lead an expedition to theYucatán Peninsula to find new peoples who could beforced to work for the Spanish. He also wanted toinvestigate reports of a wealthy civilization there. OnFebruary 18, 1519, Cortés set sail for Mexico. He had11 ships, 550 men, and 16 horses.

The Invasion Begins After crossing the Gulf ofMexico, Cortés landed in the Yucatán Peninsula.There he found a shipwrecked sailor—Jerónimo deAguilar—who spoke the local language and couldact as translator. Despite this advantage, Cortéscould not prevent an attack by thousands of war-riors from a nearby city. The battle showed that theSpanish had a technological advantage over thelocal people. Spanish swords, crossbows, guns, andcannons quickly killed more than 200 warriors. As apeace offering, the leaders of the city gave Cortés 20young women. Cortés then continued up the coast.

The people farther up the coast spoke a languageAguilar did not know, but among the 20 womentraveling with the Spanish was Malinche, a womanwho knew the language. She translated forAguilar and he translated the words intoSpanish for Cortés. Malinche impressedCortés. He had her baptized, givingher the name Marina. He called herDoña Marina, and she became oneof his closest advisers.

From his talks with localrulers, Cortés learned that theAztec had conquered manypeoples in the region and wereat war with others, includingthe powerful Tlaxcalan people.He realized that if he acted care-fully, he might convince theTlaxcalan to join him against theAztec.

As Cortés marched inland toTlaxcala, his army’s physicalappearance helped him gainallies. The local people had neverseen horses before. Their foaming

muzzles and the glistening armor they wore wereastonishing and terrifying, and when they charged itseemed to one Aztec chronicler “as if stones wereraining on the earth.” Equally terrifying were the“shooting sparks” of the Spanish cannons. After sev-eral encounters that displayed Spanish power, theTlaxcalan agreed to join with Cortés.

Two hundred miles away, Montezuma had todecide how to respond to the Spanish. He believed ina prophecy that said that the god Quetzalcoatl—afair-skinned, bearded deity—would someday returnfrom the east to conquer the Aztec. Montezuma didnot know if Cortés was Quetzalcoatl, but he did notwant to attack him until he knew for sure.

When he learned Cortés was negotiating with theTlaxcalan, Montezuma sent envoys to meet theSpanish leader. The envoys promised Cortés thatMontezuma would pay a yearly tribute to the king ofSpain if Cortés halted his advance. To further appeasethe Spanish, the envoys sacrificed several captivesand gave their blood to the Spanish to drink. The acthorrified the Spanish and alarmed Montezuma, sincehe knew that Quetzalcoatl also hated human sacrifice.

With a joint Spanish-Tlaxcalan force headingtoward him, Montezuma decided to ambush Cortésat the city of Cholula. Warned of the ambush by DoñaMarina, the Spanish attacked first, killing over 6,000Cholulans. Montezuma now believed Cortés couldnot be stopped. On November 8, 1519, Spanish troopspeacefully entered the Aztec capital of Tenochtitlán.

TURNING POINT

Cortés Defeats the Aztec Sitting on an island in thecenter of a lake, the city of Tenochtitlán astonished theSpanish. It was larger than most European cities. Thecentral plaza had a huge double pyramid, and canoescarried people along stone canals around the city.

CHAPTER 2 Colonizing America 51

Spanish suit of armor,helmet, and pistols

21

AHSGE I-1C; COS Gr.10:1, 1A

AHSGE: pages 50–51: I-1B, 1CCOS: pages 50–51: Gr.10:1A

STUDENT EDITION STANDARDS

52


Guided Reading Activity 2–1

Name Date Class

DIRECTIONS: Using Headings and Subheadings Locate each heading below in your textbook. Then use the information under the correct subheading to help you write each answer.

I. The Conquest of Mexico

A. Leading the Spanish march into the Aztec empire was a 34-year-old Spaniard named

.

B. Six years after Velázques conquered Cuba, what killed thousands of Native

Americans?

C. What was the technological advantage the Spanish had over the local people of the

Yucatán Peninsula?

D. Who was Doña Marina?

II. New Spain Expands

A. Where was the area of Hernando de Soto’s expedition?

Guided Reading Activity 2-1★

Creating a Map Have studentscreate a map that illustrates theextent of the Inca Empire in 1500including the cities of Cajamarcaand Cuzco, as well as the present-day country borders of SouthAmerica. The map shouldinclude appropriate labels. L2

Use the rubric for creatinga map, display, or chart on pages77–78 in the PerformanceAssessment Activities andRubrics.

Answer: Cortés’s expedition set outto find people to work the farms andmines the Spanish had built in Cubaand to investigate reports of awealthy civilization.

DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTIONAt-Risk Students Have students create a pyramid-shaped diagram to help them understand thestructure of society in New Spain. The diagram should be divided into sections to illustrate the hier-archy of the societal groups. Ask students to label the diagram using the appropriate Spanishwords along with a brief description of what kind of people were included in each group. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities in the TCR.

American Music: CulturalTraditions: “Ay como flecha”American Art & Architecture:Mission San Xavier del Bac

History and theHumanities

1

L1/ELL


STUDENT EDITION STANDARDSAHSGE I-1C

Some of what the Spanish saw here horrified them aswell. The central plaza, for example, contained thetzompantli—a huge rack displaying thousands ofhuman skulls—and the Aztec priests wore their longhair matted down with dried human blood.

Surrounded by thousands of Aztec, Cortésdecided to take Montezuma hostage. Montezuma,resigned to his fate, did not resist. Under instructionsfrom Cortés, he stopped all human sacrifice andordered the statues of the gods to be replaced withChristian crosses and images of the Virgin Mary.

Enraged at their loss of power, the Aztec priestsorganized a rebellion in the spring of 1520. The battleraged for days. Spanish cannons and crossbows killedthousands of Aztec. While trying to stop the fighting,Montezuma was hit by stones and later died.Realizing they would soon be overrun, the Spanishfought their way out of the city. Over 450 Spaniardsdied in the battle, as did more than 4,000 Aztec, inwhat became known as Noche Triste—the “Sad Night.”

Although he had been driven from the city, Cortésrefused to give up. He and his men took refuge withthe Tlaxcalan and began building boats to attack theAztec capital by water. At the same time, smallpoxerupted in the region. Tens of thousands of Native

Americans died. As one Aztec recorded, the diseasedevastated the defenders of Tenochtitlán:

“While the Spaniards were in Tlaxcala, a greatplague broke out here in Tenochtitlán. . . . Soreserupted on our faces, our breasts, our bellies; wewere covered with agonizing sores from head tofoot. The illness was so dreadful that no one couldwalk or move. . . . If they did move their bodies,they screamed with pain.”

—quoted in The Broken Spears: The AztecAccount of the Conquest of Mexico

Finally, in May 1521, Cortés launched his attackagainst the greatly weakened Aztec forces. His fleetsank the Aztec canoes and landed troops in the city.By August 1521, Cortés had won.

Examining What was the purposeof Hernán Cortés’s expedition to Mexico?

New Spain Expands After defeating the Aztec, Cortés ordered a new

city to be built on the ruins of Tenochtitlán. The city,named Mexico, became the capital of the new

Reading Check

The Spanish in MexicoHistorians are still not sure exactly what took place when

Hernán Cortés arrived in Tenochtitlán in 1519. The Aztecversion of events was recorded in artists’ sketches andpassed down verbally for centuries, while Cortés and others,seeking to justify what they had done, wrote the originalSpanish reports. To determine what actually took place, his-torians must compare the stories and other evidence anddraw their own conclusions.

Cortés describes events to Spanish Emperor Charles V:

“I asked [Montezuma] to send some of his own men, towhom I would add an equal number of Spaniards, to theestates and houses of those nobles who had publicly offeredthemselves as vassals of your Majesty, asking them to do yourMajesty some service with what riches they might possess. . . .

With my men he sent his own, ordering them to visit therulers of those cities and to require of each one of them in

my name a certain measure of gold. And so it cameabout that each one of those lords to whom he sent

gave very freely when he was asked, whether jewels,small bars and plates of gold and silver, or other valu-

ables which he possessed; of all this treasure gatheredtogether the fifth due to your Majesty amounted to overtwo thousand four hundred pesos of gold. . . .”

—quoted in Five Letters of Cortésto the Emperor


The battle in Tenochtitlán

Conquistador’ssword

53


Have students perform a dramaticreading of the two accounts ofwhat happened when Cortésarrived in Tenochtitlán in 1519.Answers:1. Students’ answers will vary.

Students should describe howthe Spanish account treats theSpanish very favorably, whilethe Aztec account does not.

2. Students’ answers will vary.For example, some studentsmight say that the Spanishaccount is more accuratebecause it was written downshortly after the event and theAztec account is based oninterpretations of sketches andstorytelling.

Inca Inca is the name the Spanish gaveto the Quechuan-speaking people ofSouth America. In Quechuan, the wordinka means prince or king, and there isonly one Inca.

The Inca Empire included parts of present-day Argentina, Bolivia, Chile, Colombia,Ecuador, and Peru. The capital of the IncaEmpire was Cuzco. Located in southernPeru, Cuzco is near the remains of theancient city of Machu Picchu.

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYVisual Arts To help students understand what life was like in America between 1500 and 1650,have them create a visual history using drawings similar to the illustration on page 52. Have stu-dents select one of the topics shown below. L2

Living along El Camino Real Settling LouisianaLiving in New France Traveling with CortésLiving on an hacienda Traveling with Joliet and MarquetteSearching for cities of gold Traveling with La Salle

AHSGE I-1C

Spanish colony of New Spain. Cortés then sent sev-eral expeditions to conquer the rest of the region. Themen who led these expeditions became known asconquistadors, or “conquerors.”

Pizarro Conquers the Inca While the Spanish werefighting for control of Central America, a Spanisharmy captain named Francisco Pizarro began explor-ing South America’s west coast. In 1526 he landed inPeru and encountered the Inca empire. After theSpanish king granted him permission to conquer theInca, Pizarro returned to Peru in 1531 with a smallforce. When he later marched inland in the spring of1532, he learned that a powerful emperor namedAtahualpa governed the Inca. After reaching the Incantown of Cajamarca, Pizarro sent his brother to findAtahualpa and invite him to Cajamarca.

While waiting for the emperor to arrive, Pizarro hidcavalry and cannons around the town square. IfAtahualpa refused to submit to Spain, Pizarrointended to kidnap him. When Atahualpa arrived, heentered the square backed by some 6,000 of his follow-ers. Pizarro sent a priest to meet Atahualpa first. Whenthe priest gave a Bible to Atahualpa, the emperor

threw it to the ground. This rejection of Christianitywas enough for Pizarro, who ordered the cannons tofire and the cavalry to charge. He and 20 soldiers thenrushed the emperor and took him prisoner.

Pizarro tried to rule Peru by keeping Atahualpa asa hostage. Less than a year later, however, he exe-cuted the Incan emperor and installed a series of fig-urehead emperors who ruled in name only and hadto follow his orders. Although many people acceptedthe new system created by Pizarro, others fled to themountains and continued to fight the Spanish con-quistadors until 1572.

Searching for Cities of Gold Pizarro’s success infinding Peru fueled rumors of other wealthy cities.In 1528, Pánfilo de Narváez searched northernFlorida for a fabled city of gold. Finding nothingand having lost contact with his ships, Narváez andhis men built rafts and tried to sail to Mexico by fol-lowing the coastline. They made it to what is todayTexas, although most of the men, includingNarváez, died in the attempt. The survivors, led byÁlvar Núñez Cabeza de Vaca and an enslaved mannamed Estéban, wandered across Texas and NewMexico before reaching New Spain in 1536.

Many conquistadors had also heard tales of theSeven Golden Cities of Cibola rumored to existnorth of New Spain. Hoping to find Cibola, theSpanish sent a large expedition northward in 1540under the command of Francisco Vásquez deCoronado. For several months Coronado wanderedthrough the southwestern area of what is today theUnited States. Members of his expedition traveledwest to the Colorado River and east into territorythat today belongs to Kansas. Finding nothing butwind-swept plains and strange “shaggy cows”(buffalo), Coronado returned to Mexico.

While Coronado explored the southwesternregion of North America, Hernando de Soto took alarge expedition into the region north of Florida. DeSoto’s expedition explored parts of what are todayNorth Carolina, Tennessee, Alabama, Arkansas,and Texas. As they crisscrossed the region, theSpanish killed many Native Americans and raidedtheir villages for supplies. After more than fouryears of wandering, the expedition returned toNew Spain, but without De Soto, who had becomesick and died. His men buried him in theMississippi River.

The Spanish Settle the Southwest The failure ofexplorers to find gold or other wealth north of NewSpain slowed Spanish settlement of the region. It


Aztecwarclub

The Aztec view of the Spanish actions:

“When the Spaniards were installed in the palace, theyasked Motecuhzoma [Montezuma] about the city’s resourcesand reserves. . . . They questioned him closely and thendemanded gold. Motecuhzoma guided them to it. . . . When

they arrived at the treasure house calledTeucalco, the riches of gold and feathers were

brought out to them. . . . Next they went toMotecuhzoma’s storehouse, in the place called

Totocalco [Palace of the Birds], where his per-sonal treasures were kept. The Spaniards grinned

like little beasts and patted each other with delight.When they entered the hall of treasures, it was as

if they had arrived in Paradise. They searched every-where and coveted everything; they were slaves to

their own greed. . . . They seized these treasures as if theywere their own, as if this plunder were merely a stroke ofgood luck.”

—quoted in The Broken Spears: The AztecAccount of the Conquest of Mexico

Learning From History

Aztecwar club

1. How would you describe the different tones and attitudes in each account?

2. What factors should you considerwhen evaluating why these passagespresent different versions of thesame events?

31 2

54


History

Answer: Spain used missions as theprimary method of colonizing the New World. They spread the Catholicfaith through the native populationand blocked exploration by othercountries.Ask: Why did Spain base its effortsto control the Southwest on con-verting the Native Americansalready there? (few Spaniardswanted to migrate to the New Worldbecause of the harsh conditions)

Answer: Most of the people who col-onized the southwest part of NorthAmerica came from Spain.

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYComparing Have students use library and Internet resources to research the different approachesthat missionaries used in their dealings with Native Americans. Have students prepare a one-pagereport that answers the following question: How did their treatment by missionaries influenceNative Americans? L2

Practicing Map Skills Have stu-dents use a map to trace theroutes explorers followed inNew Spain and New France.Ask students to label their mapswith appropriate names anddates. L1

VIDEOCASSETTEHistoric America ElectronicField Trips

View Tape 1, Chapter 4: “St.Augustine.”

was not until 1598 that settlers, led by Juan de Oñate,migrated north of the Rio Grande. Oñate’s expedi-tion almost perished while crossing northernMexico. When they finally reached the Rio Grande,the survivors organized a feast to give thanks. This“Spanish Thanksgiving” is celebrated each April inEl Paso, Texas.

The Spanish gave the name New Mexico to the ter-ritory north of New Spain. Pedro de Peralta, the firstgovernor of New Mexico, founded the capital city ofSanta Fe in 1609 or 1610. The Spanish also built fortscalled presidios throughout the region to protect set-tlers and to serve as trading posts. Despite theseefforts, few Spaniards migrated to the harsh region.Instead, the Catholic Church became the primaryforce for colonizing the Southwest.

Throughout the seventeenth and eighteenth cen-turies, Spanish priests built missions and spread theChristian faith among the Navaho and Pueblopeoples of New Mexico. Beginning in 1769, Spanishmissionaries led by the Franciscan priest JuniperoSerra took control of California by establishing achain of missions from San Diego to San Francisco. Aroad called El Camino Real—or the RoyalHighway—linked the missions together.

The priests and missionaries in California and thosein New Mexico took different approaches to theirwork. In California, they forced the mostly nomadicNative Americans to live in villages near the missions.In New Mexico, on the other hand, the priests andmissionaries adapted their efforts to fit into thelifestyle of the Pueblo people. They built churches nearwhere the Pueblo people lived and farmed, and triedto teach them Catholic ideas and European culture.

The Spanish priests tried to end traditional Puebloreligious practices that conflicted with Catholicbeliefs. Some priests beat and whipped NativeAmericans who defied them. In response, a NativeAmerican religious leader named Popé organized anuprising against the Spanish in 1680. Some 17,000warriors destroyed most of the missions in NewMexico. It took the Spanish more than a decade toregain control of the region.

Identifying Where did most peoplewho colonized the southwest part of North America come from?

Spanish American SocietyThe society that developed in New Spain was a

product of the Spanish conquest. The conquistadorswere adventurers. Most were low-ranking nobles,called hidalgos, or working-class tradespeople. Theyhad come to the colonies in America in search ofwealth and prestige. The society they built in Americareflected those goals.

The Encomienda System After defeating theAztec, Cortés rewarded his men by giving each ofthem control over some of the towns in the Aztecempire. This was called the encomienda system. EachSpaniard deserving a reward was made anencomendero, or commissioner, and was given controlover a group of Native American villages. The vil-lagers had to pay their encomendero a share of theproducts they harvested or produced.

Under this system, the encomendero had obliga-tions too. He was supposed to protect the NativeAmericans and work to convert them to Christianity.Unfortunately, many encomenderos abused theirpower. Native Americans were frequently over-worked, and many died.

A Society Based on Class The people of Spain’scolonies in the Americas formed a highly structuredsociety. Birth, income, and education determined aperson’s position. At the top were peninsulares—people who had been born in Spain and who wereappointed to most of the higher government andchurch positions. Below the peninsulares werecriollos (kree·OH·yohs)—those born in the coloniesof Spanish parents. Many criollos were wealthy,but high colonial positions were reserved only forpeninsulares.

Mestizos made up the next level of society. Theywere of mixed Spanish and Native American parent-age. Since many Spanish immigrants married Native

Reading Check

Mission Life The oldest surviving mission in Santa Fe, the Chapel of SanMiguel, is a reminder of Spanish colonial rule. What role did missions playin Spanish rule?

History

AHSGE I-1C

COS Gr.10:1

132



55


Answer: After discovering hugedeposits of silver ore in northernMexico, the Spaniards set up mines.Cattle ranches were established tofeed the miners.

in HistoryHave students explain how theencomienda system led to abuse ofNative Americans and why theSpanish government felt that discon-tinuation of the system would reduceor eliminate the abuse.

Twenty-one missions were establishedalong El Camino Real between 1769 and1823. Junipero Serra founded seven ofthe first nine missions. The 21 missions inorder of their founding are: (1) San Diegode Alcalá, (2) San Carlos Borromeo deCarmelo, (3) San Antonio de Padua, (4) San Gabriel Arcángel, (5) San LuisObispo de Tolosa, (6) San Francisco deAsís (Mission Delores), (7) San JuanCapistrano, (8) Santa Clara de Asís, (9) San Buenaventura, (10) SantaBárbara, (11) La Purísima Concepción,(12) Santa Cruz, (13) Nuestra Señora dela Soledad, (14) San José, (15) San JuanBautista, (16) San Miguel Arcángel, (17) San Fernando Rey de España, (18) San Luis Rey de Francia, (19) SantaInés, (20) San Rafael Arcángel, and (21) San Francisco Solano.

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTNew Sweden There was only one Swedish colony in America. The New Sweden Company estab-lished New Sweden in 1638. The first settlement, named Fort Christina in honor of Sweden’squeen, was founded on the site of what is now Wilmington, Delaware. Additional settlementswere founded during the next several years, but tensions grew between the Swedes and Dutch. In1655 the Dutch captured Fort Christina and Sweden surrendered. Even though the colony was nolonger under Swedish rule, the colonists were allowed to stay.

1AHSGE I-1C; COS Gr.10:1D

Americans, there were many mestizos,and their social status varied greatly. Afew were accepted at the top of soci-ety. Others worked as artisans, mer-chants, and shopkeepers. Most,however, were poor and lived at thelowest level of society. The lowestlevel also included Native Americans,Africans, and people of mixed Spanishand African or African and NativeAmerican ancestry. These people pro-vided most of the labor for NewSpain’s farms, mines, and ranches.

To govern this vast, diverse empirein America, the Spanish king createdthe Council of the Indies. TheCouncil advised the king andwatched over all colonial activities. Tomanage local affairs, the king createda special court in Mexico known asthe audiencia. The audiencia’s memberswere not only judges but also admin-istrators and lawmakers. To ensurethat his interests were represented,the king divided his American empireinto regions called viceroyalties. Hethen appointed a viceroy to rule eachregion as his representative.

Mining and Ranching When the Spanish realizedthat most Native American cities did not have muchgold, they set up mines and used Native Americanlabor to extract minerals from the ground. Ultimately,however, it was not gold that enriched Spain, but sil-ver. The Spanish discovered huge deposits of silverore in the 1540s and set up mining camps all acrossnorthern Mexico, transforming the economy. Thework in the dark, damp mineshafts was very difficult.Many miners were killed by explosions and cave-ins.Others died from exhaustion.

Many of the silver mines were located in the aridlands of the north. The land could not grow crops,but it could feed vast herds of cattle and sheep. Tofeed the miners, Spaniards created large cattleranches in northern Mexico. These huge ranches cov-ering thousands of acres were called haciendas. Themen who herded the cattle were called vaqueros, andcowhands in the United States later adopted theirlifestyle. The words lasso and corral are Spanishwords that originated with the vaqueros.

Describing Why did the Spaniardsset up mines and cattle ranches in northern Mexico?

The French Empire in AmericaIn 1524, three years after Cortés conquered the

Aztec, King Francis I of France sent Giovanni daVerrazano to map North America’s coastline.Francis wanted to find the Northwest Passage—thenorthern route through North America to the PacificOcean. Verrazano mapped the coastline from NorthCarolina to Newfoundland, but he found no sign ofa passage through the continent. Ten years later, ashe watched Spain’s powerful empire grow stronger,Francis sent another explorer named Jacques Cartierto North America.

France Explores America On his first two trips toNorth America, Cartier discovered and mapped theSt. Lawrence River. He then returned a third time in1541 intending to found a colony, but the harsh winterconvinced him to return to France. In the decadesafter Cartier’s last voyage, fighting between Catholicsand Protestants tore apart France. For the next 60years, the French government made no furtherattempt to colonize North America. In the early 1600s,however, the French government’s interest revived.

Reading Check


i n H i s t o r yBartolomé de Las Casas1474–1566

In the years following the Spanishconquest, many people began toprotest against the abuses of theencomienda system. One prominentadvocate for the Native Americans wasBartolomé de Las Casas, Bishop ofChiapas. As a young man, Las Casastraveled to Hispaniola in 1502. He soonbecame horrified by what he saw. TheSpanish settlers tortured, burned, andcut off the hands and noses of NativeAmericans to force them to obey.

Las Casas maintained that theChurch and the king had a duty to pro-tect Native Americans. In this view, hehad the support of the pope. “The saidIndians,” declared Pope Paul III, “are byno means to be deprived of their libertyor the possessions of their property . . .nor should they in any way beenslaved.”

Las Casas published several booksdescribing the destruction of the NativeAmericans. His books were readthroughout Europe, creating pressureon the Spanish to change their policies.

In response, the Spanish governmentstopped granting encomiendas andbanned Native American slavery.Slowly, as encomenderos died withoutheirs, the encomienda system came toan end. Las Casas died in 1566, stilloutraged at the treatment of the NativeAmericans. “Surely,” he wrote in hiswill, “God will wreak his fury and angeragainst Spain some day for the unjustwars waged against the AmericanIndians.”

AHSGE I-1C; COS Gr.10:1A

56


Answer: These explorers were sentby the king to search for a northernroute through North America to thePacific Ocean—the NorthwestPassage.

Ask students to share their personalknowledge about a person or group ofpersons involved in refugee migration.Encourage students to talk about theimmigration of their own families, theirancestors, acquaintances, or ancestorsof acquaintances. Ask students toexplain the reason why these peopleleft their homeland and came toAmerica. (Students’ answers will vary.Encourage students to think about thereasons behind the immigration.)

3 ASSESSAssign Section 1 Assessment ashomework or as an in-classactivity.

Have students use theInteractive Tutor Self-Assessment CD-ROM.

Reading Essentials and Study Guide 2–1

Study GuideChapter 2, Section 1

For use with textbook pages 50–57

THE SPANISH AND FRENCH BUILD EMPIRES

KEY TERMS AND NAMES

conquistador a Spanish explorer in the Americas (page 53)

Francisco Pizarro Spanish army captain who conquered the Inca empire (page 53)

presidio a Spanish fort (page 54)

Popé Native American religious leader who organized an uprising against the Spanish (page 54)

hidalgos low-ranking nobles (page 54)

encomienda a system of rewarding conquistadors by giving them control of Native Americanvillages (page 54)

hacienda a huge ranch in New Spain (page 55)

S i h h d ( )

Name Date Class

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYResearching Have students work in groups to research one of the 21 missions or four presidioslinked by El Camino Real. Request that students use a variety of resources including books, maga-zines, travel brochures, and the Internet to collect facts, figures, illustrations, and photographs.Using the results of their research, have students create a multimedia presentation about the mis-sion or presidio they selected. Encourage students to use a variety of presentation tools includingoral presentations, electronic slide shows, displays, and models. L2

L1/ELL

New France Is Founded In the 1500s, the Frenchbegan to fish near North America. The fishing crewsoften went ashore to trade their goods for furs fromthe Native Americans. By 1600 fur—particularlybeaver fur—had become very fashionable in Europe.As the demand for fur increased, French merchantsbecame interested in expanding the fur trade. In 1602King Henry IV of France authorized a group of Frenchmerchants to create colonies in North America.

The merchants hired the royal geographer,Samuel de Champlain, to help them colonize NorthAmerica. In 1605 Champlain helped establish aFrench colony in Acadia, what is today Nova Scotia.The site was attractive because of the many riversthat flowed to Acadia’s eastern seaboard. In 1608 hefounded Quebec, which became the capital of thenew colony of New France.

Life in New France The company that foundedNew France wanted to make money from the furtrade, and so they did not need settlers to clear theland and build farms. As a result the colony grewslowly, and by 1666 it had just over 3,000 people.Most of the fur traders did not even live in the colony.Known as coureurs de bois (ku·RUHR·duh·BWAH),or “runners of the woods,” the fur traders livedamong the Native Americans with whom theytraded. They learned their languages and customsand often married Native American women.

The fur traders were not the only ones who trav-eled into the woods to live with the NativeAmericans. Soon after the founding of Quebec, Jesuitmissionaries arrived intending to convert the NativeAmericans to Christianity. Known as “black robes” tothe Native Americans, the Jesuits tried to live amongthe local people and teach them the Catholic faith.

Explaining Why did King Francis Iof France send Verrazano and Cartier to America?

New France ExpandsThe slow growth of New France worried the

French as they watched the Spanish and Englishbuild prosperous colonies farther south. Finally, in1663, France’s king Louis XIV seized control of NewFrance and made it a royal colony. His governmentthen launched a series of projects to expand thecolony’s population.

The French government began by shipping over4,000 immigrants to New France. It then sent over 900young women to provide wives for the many singlemen in the colony. If a woman under 16 or a manunder 20 married, they received a royal wedding gift.Parents who had more than 10 children receivedfinancial bonuses. Fathers whose children did not getmarried early were fined. By the 1670s the populationwas nearly 7,000, and by 1760 it was over 60,000.

Exploring the Mississippi In addition to promotingimmigration to New France, the French governmentbegan exploring North America. In 1673 a fur tradernamed Louis Joliet and a Jesuit priest named JacquesMarquette set off in search of a waterway theAlgonquian people called the “big river”—theMississippi. Canoeing along inland lakes and rivers,the two men finally found the Mississippi River andfollowed it as far south as the Arkansas River. In 1682René-Robert Cavelier de La Salle (known as Lord La Salle) followed the Mississippi all the way to theGulf of Mexico, becoming the first European to do so.

Reading Check

Refugee Migration to AmericaPast: The HuguenotsFrench Protestants, known as Hugue-nots, migrated to America in largenumbers during the late 1600s. Violentpersecutions under King Louis XIVcaused around one million people toleave France. Many settled in SouthCarolina, while others found sanctuaryin Rhode Island, New York, and Virginia.

Present: Jewish ImmigrationFollowing the tragic events ofWorld War II, thousands of home-less European Jews came to theUnited States. Many Eastern Jews,particularly from Iran and Syria,soon followed. With the collapseof the Soviet Union in 1991, manyRussian Jews migrated to Amer-ica. Unlike the Russian immi-grants of the 1800s, these Jewshad little opportunity to maintainJewish customs or to studyHebrew.


31 2

AHSGE: pages 56–57: I-1B, 1CCOS: page 56: Gr.10:1A;

page 57: Gr.10:1A, 1D


57


Section Quiz 2–1


Column A

1. a road that linked missions from San Diego to SanFrancisco

2. created by the Spanish king to govern the empire inAmerica

3. low-ranking Spanish nobles

4. Spanish army captain who explored South America’s west coast

5. the northern route through North America to the PacificOcean

DIRECTIONS: Multiple Choice In the blank at the left write the letter of the choice that


Score★ ScoreChapter 2

Section Quiz 2-1

Column B

A. NorthwestPassage

B. Council of theIndies

C. El Camino Real

D. hidalgos

E. Francisco Pizarro

Today the flag of France consists ofthree vertical panels of equal size.The left panel is blue, the centerpanel is white, and the right panel isred. Sometimes called the Tricolor,the French flag has remained thesame since 1848.

Answer: to ensure control of theriver

ReteachHave students review the timeline on page 50 and explain thesignificance of the events shown.

EnrichHave students research one ofthe individuals mentioned inthis section and prepare a shortbiography of the person.

4 CLOSEAsk students to speculate abouthow their lives might be differ-ent if Europeans had not colo-nized America. Have themspeculate about how coloniza-tion by people from Africa, theMiddle East, or Asia might haveshaped America.

1. Terms are in blue.2. Francisco Pizarro (p. 53), Popé

(p. 54)3. New France was founded to make

money from the fur trade throughnomadic hunters, not settlers.

4. He created the Council of the Indiesto watch over colonial activity, a lawcourt called the audiencia that also

administered laws, and viceroyalties.

5. for slaves and/or gold or otherwealth, or to spread Catholicism

6. Students’ answers will vary butshould explain the purpose of thecolonies and their successes.

7. peninsulares; criollos; mestizos;Native Americans, Africans, and

people of mixed descent8. In New Mexico, missions were

located near where the NativeAmericans lived and farmed toteach them Catholic ideas andEuropean culture.

9. Students’ advertisements will varybut should encourage people toleave France for America.

L2

AHSGE I-1C; COS Gr.10:1

La Salle then claimed the region for France, and henamed the entire territory Louisiana in honor of KingLouis XIV.

GEOGRAPHY

Settling Louisiana Count Frontenac, the governorof New France, hoped to ship furs to France by way ofthe Mississippi River and the Gulf of Mexico.Unfortunately, settling the lower Mississippi provedto be very difficult. The coastline had no good har-bors, and shifting sandbars made navigation danger-ous. The oppressive heat caused food to spoil quickly.The swamps were breeding grounds for mosquitoesthat spread yellow fever and malaria.

The French did not permanently settle the regionuntil 1698, when Lord d’Iberville founded Biloxi, inwhat is today Mississippi. Over the next fewdecades, more French settlements appeared inLouisiana, including Mobile and New Orleans.Farther upriver, the French built several forts, includ-ing Fort St. Louis and Fort Detroit, to ensure controlof the Mississippi River.

The French settlers in southern Louisiana realizedthat the crops that could be grown there, such as sugar,rice, tobacco, and indigo, required hard manual labor.Few settlers were willing to do that kind of labor unlessthey were paid extremely well. Enslaved people, on theother hand, could be compelled to do the work. By1721 the French in Louisiana had imported over 1,800enslaved Africans to work on their plantations.

Rivalry With Spain The Spanish had always beenconcerned about the French colonies in NorthAmerica. Indeed, they had founded the town ofSt. Augustine, Florida, in 1565 to protect their claim

to the region after the French had tried to settlewhat is today the Carolinas. St. Augustine pros-pered and became the first permanent town estab-lished by Europeans in what is today the UnitedStates. The arrival of the French at the mouth of theMississippi spurred the Spanish into action onceagain. In 1690 they established their first mission inwhat is today eastern Texas. In 1716 the first Spanishsettlers arrived in eastern Texas to secure theSpanish claim and to block French expansion intothe region. The French and Spanish empires inNorth America now bordered each other. Neitherempire, however, posed a serious threat to theother’s position in North America. The real chal-lenge to French and Spanish domination of NorthAmerica would come from another quarter. WhileSpain focused its colonies primarily in theSouthwest and France along the Mississippi River,England began settling numerous colonies along anarrow strip of the Atlantic coast.

Explaining Why did the Frenchestablish forts and settlements along the Mississippi?

Reading Check

Writing About History


Checking for Understanding1. Define: conquistador, presidio, hidalgo,

encomienda, hacienda, vaquero,Northwest Passage, coureur de bois.

2. Identify: Francisco Pizarro, Popé.3. Explain how the fur trade contributed

to the slow growth of New France.

Reviewing Themes4. Global Connections The king of Spain

created a scheme to oversee his empirein America. What system did he use togovern the distant colonies?

Critical Thinking 5. Synthesizing Why did the various

groups of Spaniards come to NorthAmerica?

6. Analyzing Were the French or Spanishcolonies more successful? Why?

7. Categorizing Use a graphic organizersimilar to the one below to list thesocial classes that developed in NewSpain.

Analyzing Visuals8. Analyzing Photographs Study the

photograph of the Chapel of SanMiguel on page 54. How did theCatholic Church contribute to theSpanish settlement of the New Mexicoterritory?

9. Persuasive Writing Imagine you arean officeholder for the French king andwant to support his policies. Write anadvertisement for a French newspaperto encourage people to settle in NewFrance.

Flag of New France Settlers in New France oftenflew this flag of the French Royal Navy. Theyalso flew the French RoyalBanner, which was blueinstead of white.

Highest ____________________________________________________________

Lowest ____________________

1 2

58

1 FOCUSSection OverviewThis section explains that theEnglish established coloniesalong the eastern coast of NorthAmerica because of religious,economic, and political changesin England.



Interpreting Diagrams


Copyright © by The McGraw-Hill Companies, Inc. ANSWER: CTeacher Tip: Explain to students that a diagram presents avisual picture of information. To interpret the diagram,students should carefully read the information and decidehow the visual images help convey ideas.

UNIT

1Chapter 2

CHURCH AUTHORITY

CATHOLIC CHURCH

PROTESTANTCHURCH

ANGLICANCHURCH

Bishop

Priests

Congregation

Congregation

Minister

Elders

King

Bishops

Priests

Congregation

Pope

LEASTPOWER

MOSTPOWER

Directions: Answer the followingquestion based on the diagrams.

Which of the followingstatements most accuratelyreflects the hierarchy, ororganization of authority,in these two Reformationgroups and the CatholicChurch?

A In the Anglican Church, theultimate authority resideswith the bishops.

B The hierarchy of theProtestant Church is very sim-ilar to the Catholic Church.

C In the Protestant Church, thepeople, or congregation,determine who is in leader-ship in the church.

D The hierarchy in all three ofthe churches is very similar.



Answers to Graphic: Jamestown’stroubles included: food shortages,lawlessness, and sickness. These werecaused by the low, swampy locationof the colony; colonists who did notknow how to hunt, fish, or farm; gen-tlemen who refused to do manuallabor; and a governing council thatargued constantly and could notmake decisions.

Preteaching VocabularyHave students look up the meaningof each of the Key Terms and useeach word in a sentence. SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 2–2• Daily Lecture and Discussion Notes 2–2• Guided Reading Activity 2–2• Section Quiz 2–2• Reading Essentials and Study Guide 2–2• Performance Assessment Activities and

Rubrics


MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROMTeacherWorks™ CD-ROMAudio Program

On July 30, 1619, the first elected assembly in the English colonies met in Jamestown, Virginia. Twodelegates from each of the 10 Virginia settlements, along with the governor and his 6 councilors, metin the choir of the Jamestown church. This governing body became known as the House of Burgesses.

When Governor Sir George Yeardley had arrived in Jamestown in April 1619, he carried instruc-tions to call an assembly so that the settlers could “make and ordain whatsoever laws and ordersshould by them be thought good and profitable.” The House of Burgesses met for five days, “sweat-ing and stewing, and battling flies and mosquitoes.” It passed strict laws against swearing, gambling,drunkenness, and excess in dress. It also made church attendance compulsory and passed lawsagainst injuring the Native Americans.

The House of Burgesses meeting marked the first time colonists had been given a voice in theircolonial government. They believed that right was now irrevocable.

—adapted from Jamestown, 1544–1699


✦1550 ✦1650✦1500 ✦1600

1634Marylandfounded

1497John Cabot explores NorthAmerica’s coastline for England

England Takes Interest in AmericaThe Jamestown colony was England’s first permanent settlement in North America, but

it was established more than 100 years after the first English explorers arrived. In May 1497,John Cabot headed west across the Atlantic. King Henry VII of England had sent Cabot to

English Colonies in America

Main IdeaReligious, economic, and politicalchanges in England led the English toestablish colonies along the eastern coastof North America.

Key Terms and NamesJohn Cabot, Puritan, joint-stock company,privateer, Walter Raleigh, PowhatanConfederacy, burgesses, headright, proprietary colony

Reading StrategyOrganizing As you read about the earlytroubles of the Jamestown colony, com-plete a graphic organizer similar to theone below by listing the problems thatfaced the colonists.

Reading Objectives• Explain the religious and economic rea-

sons why England became interested inAmerica.

• Describe the founding of Jamestownand explain why it succeeded.

Section ThemeGeography and History The headrightsystem provided settlers with new waysto acquire more land.

1587Roanoke colonyfounded

1607Jamestownfounded

Jamestown’s Troubles

1619House of Burgessesmeets for the first time

59


2 TEACH

Creating a Chart Have studentscreate a chart showing Englishexplorations and settlements ofNorth America between 1497 and1682. The chart should includenames, locations, and dates,along with the main purpose ofthe exploration or settlement. L1


Daily Lecture and Discussion Notes 2–2

I. England Takes Interest in America (pages 58–61)

A. In 1497 the king of England sent John Cabot to find a western route to Asia. He land-ed in what is today Nova Scotia and explored the region southward. However, at thatpoint England did not attempt to colonize North America.



Did You Know? The food supply of the Jamestown colonistsappears to be limited. Archaeologists have excavated animal bonesfrom food supplies that dated prior to 1610. The excavation hasrevealed that the 104 settlers who landed at Jamestown dependedmainly on fish and turtles for food. Reports from John Smith indi-cate that the sturgeon was plentiful in the James River. The colonistsalso ate rays, herons, oyster, and raccoons.


Answers:1. England

2. Cartier and Champlain con-centrated their explorations inpresent-day Canada, near itseastern shores, and down the St. Lawrence River and GreatLakes.

Geography Skills PracticeAsk: What means do you thinkLa Salle used to reach the Gulf ofMexico? (He traveled by boat, follow-ing the present-day Mississippi River.)COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITY

Creating a Pamphlet Pamphlets were commonly used for communication in colonial America.Have students work in small groups to create a pamphlet that expresses the views of one of thereligious groups mentioned in this section. Encourage students to use library and Internetresources to learn more about the views of the group they select.

Use the rubric for a cooperative group management plan on pages 81–82 in the PerformanceAssessment Activities and Rubrics. 1

AHSGE: pages 58–59: I-1A, 1CCOS: page 58: Gr.10:1A, 2C;

page 59: Gr.10:1A



COS Gr.10:2

“discover and find, whatsoever isles, countries, regionsor provinces . . . which before this time have beenunknown to all Christians.” Cabot, an Italian naviga-tor, had long hoped to find a western route to Asia. Hewanted, he said, to reach “the lands from whichOriental caravans brought their goods. . . . ”

Cabot landed somewhere near Nova Scotia, thensailed southward along the “barren shores” and“wooded coasts” of America. While he did not seeany people, he did see “notched trees, snares forgame, and needles for making nets.” Back in England,King Henry granted Cabot a pension and bonus forfinding what the king called the “new found land.”

The next year, Cabot sailed west on a second expedi-tion to America. He was never seen again.

Although John Cabot arrived in America less thanfive years after Columbus, the English did not try tocolonize America for the next 80 years. The Englishgovernment had little money, and Cabot had foundno gold or other wealth. There was also no com-pelling reason for anyone in England to migrate toAmerica. Furthermore, the Spanish had alreadyclaimed America, and their claim had been upheldby the pope. In 1497 Spain and England were bothCatholic countries and allies against France. AnyEnglish attempt to settle America would have

N

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1,000 kilometers0

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Azimuthal Equidistant projection

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140°W 130°W 120°W 110°W 100°W 90°W 40°W 3

20W

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EQUATOR

PaCIFICOCEaN

ATLaNTICOCEaNGulf of

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CaribbeanSea

Amazon R.

Rio

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Miss

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Mississippi R.

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Ohio R.

Hudson 16

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Verrazano 1524

Ponc e De Le ón 1513

De Soto1538–42

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La Salle1679–82

Marquette andJoliet 1673

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NORTHAMERICA

SOUTHAMERICA

AFRICA

QuebecMontreal

Plymouth

Jamestown

St. Augustine

Santa Fe

Tenochtitlan(Mexico City)

CuzcoLima

English exploration

French exploration

Spanish exploration

Dutch exploration

1. Interpreting Maps According to themap, what nation first explored NorthAmerica in 1497?

2. Applying Geographic Skills In whatareas did French explorers Champlainand Cartier concentrate their efforts?

European Explorations and Settlements, 1497–1682

60



Name Date Class

DIRECTIONS: Filling in the Blanks In the space provided, write the word or words that bestcomplete the sentence. Refer to your textbook to fill in the blanks.

1. Although John Cabot arrived in America less than five years after Columbus, the

English did not try to colonize America immediately because

.

2. Many of the first English settlers in America shared the religious idea of .

3. People who wanted to purify the new Anglican Church were called .

4. Puritan leaders argued against the practice of bishops and archbishops being appointed

by the .

5. pooled the money of many investors in order to raise large

amounts of money for big projects.

6. The need to find new markets for their convinced English mer-


Creating a Diagram Have stu-dents create a diagram of theEnglish monarchy starting withHenry VIII and continuingthrough the reign of James I. The diagram should includeinformation about spouses andthe political motivation of themarriages. L2


Answer: By defeating the Spanishforces, which were Catholic,Protestants gained greater sway inEngland.Ask: Why do you think govern-ments licensed privateers? (Answerswill vary. Most governments wantedto profit from what the privateers tookand to weaken enemy governments.)

History Through Art

DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTIONReading Support Have students prepare a speech that a recruiter working in an English towncould use to recruit women for life in one of the American colonies. The speech should incorporatedetails about life in America including information about the geography and climate. L2


L1/ELL

angered the Spanish and upset the alliance. Duringthe late 1500s, however, a series of dramatic religious,economic, and political changes occurred that led tothe founding of the first English colonies in America.

TURNING POINT

The Reformation Divides Europe At the timeCabot sailed to America, virtually all of westernEurope was Catholic. This unity began to break apartin 1517, when a German monk named Martin Lutherpublished an attack on the Church, accusing it of cor-ruption. Luther’s attack marked the beginning of theProtestant Reformation. In 1520 Luther was expelledfrom the Catholic Church, but his ideas continued tospread rapidly across western Europe. Luther him-self went on to found the German Protestant Church,now called the Lutheran Church.

As the Reformation spread, an important develop-ment occurred in Switzerland when John Calvinsuggested that neither kings nor bishops should con-trol the Church. Calvin argued that congregationsshould choose their own elders and ministers to runthe Church for them. Calvin’s ideas had a profoundimpact on England, and ultimately America, becausemany of the first English settlers in America sharedCalvin’s ideas.

The Reformation Changes England In contrast tothe theological debate sweeping Europe, theReformation in England began with a simple disagree-ment between the king and the pope. In 1527 KingHenry VIII asked the pope to annul his marriage toCatherine of Aragon. It was not unusual for the popeto grant a divorce to a king, but in this case the popehesitated. Catherine was the king of Spain’s aunt, andthe pope did not want to anger the Spanish king.

The pope’s delay infuriated Henry. He broke withthe Catholic Church, declared that he was now thehead of England’s church, and arranged for the divorcehimself. The Catholic Church in England became theAnglican Church, but because Henry agreed withCatholic doctrine, the Anglican Church kept the organ-ization and most of the rituals of the Catholic Church.

Following Henry’s break with the CatholicChurch, those who wanted to keep the Catholicorganization of the Anglican Church began to strug-gle with those who wanted to “purify” it of allCatholic elements. People who wanted to purify theChurch became known as Puritans.

Under the reign of Henry’s daughter, QueenElizabeth I, many Puritan ideas such as the supremeauthority of the Bible gained acceptance within theAnglican Church. Still, many Catholic rituals

remained unchanged. Although the Puritans objectedto the Catholic rituals, the most important issue waswho controlled the Church. John Calvin’s ideas hadinfluenced many Puritan leaders. They argued thatevery congregation should elect its own ministers andelders to control the Church instead of having bishopsand archbishops appointed by the monarch.

The Puritan cause suffered a serious setback in1603, when James I became king. Although KingJames was Protestant, he refused to tolerate anychanges in the structure of the Anglican Church.Since the king headed the Church and appointed itsleaders, the Puritan idea of electing ministers was adirect challenge to royal authority. James’s refusal toreform the Church made many Puritans willing toleave England. Ultimately, many would chooseAmerica as their refuge.

Economic Changes in England At the same timethat the Reformation was transforming the EnglishChurch, a revolution in trade and agriculture waschanging English society. At the beginning of the1500s, much of England’s land was divided into largeestates. The nobles who owned these estates rentedtheir land to tenant farmers. In the 1500s, Europeans


Warring Empires In 1588 the Spanish Armada, depicted in this painting,set out with a huge fleet to settle scores with England. Spain was defeated,but if it had won, England might have become Catholic again. Why didEngland become more strongly Protestant after this event?

History Through Art

132

AHSGE: pages 60–61: I-1A, 1CCOS: page 60: Gr.10:1A;

page 61: Gr.10:1A, 2


61


Writing a Letter Have studentsassume the role of a Puritan whohas decided to move to America.Ask students to write a letter to afriend or relative explaining hisor her decision and his or herthoughts and feelings uponlanding in America. Encouragestudents to put a date on the let-ter and to consider how the sea-son of arrival might haveaffected his or her reaction toarriving in America. L2

Use the rubric for a diary,short story, memorandum, or let-ter on pages 79–80 in thePerformance AssessmentActivities and Rubrics.

Answer: King James refused toreform the Anglican Church to allowfor Puritan ideas such as electingministers.

Before its mysterious ending, the LostColony of Roanoke had the distinction ofbeing the birthplace of Virginia Dare,granddaughter of Governor John White.Born on August 18, 1587, Virginia was thefirst child of English parents to be born onAmerican soil.

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYVisual Arts Have students create a set of fashion sketches for the typical wardrobe of one of thegroups mentioned in this section. Each set of sketches should include at least one ensemble for awoman and one ensemble for a man. Encourage students to use library and Internet resources tolearn more about clothing and fashion in colonial times. L2

Defender of the Faith Before breakingwith the Catholic Church, Henry VIII was astrong champion of the Catholic faith. In1521 Henry was given the title “Defenderof the Faith” by Pope Leo X for a treatiseagainst Martin Luther, “In Defence of theSeven Sacraments.”

began to buy large quantities of English wool. As thedemand for wool increased, many English landown-ers realized they could make more money by raisingsheep than by renting their land.

The landowners converted their estates into sheepfarms by enclosing their land and evicting the tenants.This became known as the enclosure movement. Itcreated thousands of poor, unemployed beggars whowandered from town to town looking for work. Forthese people, leaving England for a chance at a betterlife in America was appealing.

By 1550 England was producing more wool thanEuropeans would buy, and the price fell. England’smerchants needed to find new markets to sell theirsurplus wool, and they began organizing joint-stockcompanies to find those new markets.

Joint-stock companies pooled the money of manyinvestors. This enabled the company to raise largeamounts of money for big projects. The developmentof joint-stock companies meant that English mer-chants could afford to trade with, and colonize, otherparts of the world without government financing.

Explaining Why did many Puritansbecome willing to leave England?

England Returns to AmericaThe need to find new markets for their wool con-

vinced English merchants to begin searching for anorthern water route through North America to Asia.

In 1576 an Englishman named Martin Frobisher took three ships to America to search for a northwestpassage. He made two more trips by 1578, but he did not find the passage. Although he failed,Frobisher ’s voyages were important. For the firsttime in several decades, the English had returned toAmerica.

England’s new interest in America contributed toits growing rivalry with Spain. The Reformation hadchanged Europe’s balance of power. England hadbecome the leading Protestant power, while Spainremained a staunch defender of Catholicism. The for-mer allies were now enemies.

After the Reformation, England not only had newenemies, it had new allies as well. By the 1560s, mostDutch people had become Protestant despite beingpart of the Spanish empire. When the Spanish tried tosuppress Protestantism in the Netherlands, the Dutchrebelled. To help the Dutch revolt, Queen Elizabethallowed English privateers to attack Spanish ships.Privateers are privately owned ships licensed by thegovernment to attack ships of other countries.

Gilbert and Raleigh English privateers found itdifficult to attack Spanish ships in the Caribbeanbecause England had no bases in the region. This ledmany of Queen Elizabeth’s advisers to recommendthat England establish outposts in America to sup-port naval operations against Spain.

The first attempts at colonization were not promis-ing. In 1578 Sir Humphrey Gilbert, a well-knownEnglish soldier, received a charter from QueenElizabeth to create a colony in America. Gilbert madetwo attempts to colonize America. Both failed, andGilbert himself died at sea.

Gilbert’s half-brother, Walter Raleigh, persuadedQueen Elizabeth to renew Gilbert’s charter in hisown name. He then sent two ships to scout theAmerican coastline. The ships passed through theOuter Banks along what is today North Carolina andlanded on an island the Native Americans calledRoanoke. Impressed by the discovery, QueenElizabeth knighted Raleigh, and he in turn namedthe land Virginia—in honor of Elizabeth, who wasknown as “the Virgin Queen.”

The Lost Colony of Roanoke In 1585 Raleigh sentabout 100 men to settle on Roanoke. After a hardwinter, the unhappy colonists returned to England.

Raleigh tried again in 1587. He sent 91 men, 17women, and 9 children to Roanoke. A month laterRoanoke’s governor, John White, headed back toEngland for more supplies. War erupted between

Reading Check



31 2

62


Answer: England wanted to establishoutposts in America to support navaloperations against Spain.

in HistoryHave students use library and Internetresources to learn more aboutPocahontas and explore the signifi-cance of her marriage to John Rolfe.

Pocahontas Rebecca Rolfe started lifewith the name Matoaka. Her nickname,Pocahontas, has been translated to mean“playful one” or “favorite daughter.”

Among the artifacts found in Jamestownis a goffering iron. These tapered cylin-ders were used to crimp or frill the neckruff that was fashionable for English gen-tlemen to wear. The person making theruff first added starch for stiffness. Thenthe person heated the goffering iron byputting a smaller, hot iron inside the tube.Finally, the ruff was shaped with the hotgoffering iron.

Jamestown was founded on May 14,1607, more than forty years after PedroMenéndez de Avilés founded St.Augustine in 1565. The Spanish explorerand his expedition arrived in Florida onAugust 28, the feast of St. Augustine.

1 2

READING THE TEXT

Evaluating Information When students form an opinion or make a judgment about somethingthey’re reading, they are evaluating. Have students write a report evaluating the decisions thatwere made in the attempt to settle Jamestown. They should address the report to the VirginiaCompany and include a list of suggestions for future attempts to set up a colony. Ask students toinclude suggestions for duplicating successes and avoiding mistakes. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR.

England and Spain while White was in England, andhe was not able to return until 1590. When he finallyreturned, the colony was gone. There were no bodies,only empty houses and the letters “CRO” carved on apost, possibly referring to the Croatoan—a NativeAmerican group who lived nearby. No one knowswhat happened, and the fate of the “Lost Colony” ofRoanoke remains a mystery today.

Summarizing Why did Englandwant to establish outposts in America?

Jamestown Is FoundedShortly after the war with Spain ended in 1604, a

group of English investors petitioned the new king ofEngland, James I, for a charter to plant colonies inVirginia. In 1606 James granted the charter. Theirnew company was named the Virginia Company.

On December 20, 1606, the Virginia Company sentthree small ships—the Susan Constant, the Godspeed,and the Discovery—and 144 men to Virginia. After adifficult trip, the ships arrived off the coast of NorthAmerica, and the colonists founded a settlement onthe banks of a river. In honor of their king, theynamed the river the James River and their settlementJamestown. Unfortunately, the colonists’ site turnedout to be too close to the sea. The land they selectedwas swampy and swarming with malaria-carryingmosquitoes. The location was just the beginning ofJamestown’s problems.

Early Troubles Most of Jamestown’s colonistswere townspeople. They knew little about living inthe woods and could not make use of the abundantfish and game around them. Even worse, none ofthe colonists knew how to raise livestock or culti-vate crops. Additional problems occurred when the

upperclass “gentlemen” among thecolonists refused to do manual labor.Making matters worse, Jamestown’sgoverning council argued constantlyand could not make decisions. Theresults of all of these problems werenearly catastrophic. Lawlessness, sick-ness, and food shortages all took theirtoll. Although about 200 new settlersarrived in 1608, only 53 colonists werestill alive by the end of the year. All ofthe remaining colonists may have diedas well, in fact, had it not been for twomen— Captain John Smith and ChiefPowhatan.

Captain John Smith, a member of thecolony’s governing council, emerged asJamestown’s only strong leader. Borninto a poor family, Smith had left homeas a young man to become a soldier offortune. In late 1607, with winterapproaching and the colony short offood, Smith explored the region aroundJamestown and began trading with thelocal Native Americans—a group calledthe Powhatan Confederacy, led byChief Powhatan. It was this trade thathelped the colony get through its firsttwo winters.

Frustrated by events in Jamestown,the Virginia Company appointed a newgovernor with absolute authority,Thomas West, Lord De La Warr. Toentice settlers, the company offered land

Reading Check

i n H i s t o r yPocahontas 1596–1617

In 1623 Captain John Smith told aremarkable tale to a British commissioninvestigating the Virginia Company. In1607 Native Americans had capturedhim and prepared, as he said, to “beateout his braines.” Just then, Pocahontas,the 11-year-old daughter of ChiefPowhatan, “got his head in her armes,and laid her owne upon his to save himfrom death.”

Although her father watched theEnglish with concern, Pocahontas con-tinued to interact with the people in theJamestown settlement. Unfortunately,her friendliness and curiosity were notkindly repaid. While visiting a nearbyNative American settlement in 1613,Pocahontas was abducted by CaptainSamuel Argall, a Jamestown resident.Pocahontas was supposedly being heldas ransom for the lives of English pris-oners and for arms, tools, and food.After the Native Americans gave whatthey could, however, the English stillrefused to return Pocahontas.

The following year, a battle seemedimminent when the two sides met, buttwo of Pocahontas’s brothers were soexcited to see her that they agreed towork out a truce. Soon thereafter, amember of the Virginia Company

named John Rolfe announced to thecolonial administrator that he andPocahontas had fallen in love, and heasked to marry her.

After hearing the proposal, ChiefPowhatan gave his consent, and thecouple soon married. Eventually,Pocahontas bore one son, whom theynamed Thomas. In 1616 Pocahontastraveled with her husband and son toEngland to search for investors for theVirginia Company. Unfortunately,Pocahontas grew ill in 1617, just beforethe family was due to return toAmerica, and she died of pneumonia orsmallpox.


AHSGE I-1C

63


Answer: Possible answer: It was eas-ier to protect and defend three sidesthan four, and it required less spaceand building material.Ask: Of what material was the fortconstructed? (wood)

History Through Art

Burgess In the 1600s, burgess was theterm used by the English for a member ofParliament who represented a town orborough.






ENGLISH COLONIES IN AMERICA

KEY TERMS AND NAMES

John Cabot Englishman who explored North America for England (page 58)

Puritans people who wanted to purify the Anglican Church of all Catholic elements (page 60)

joint-stock company company that pooled the money of many investors for big projects (page61)

privateer privately owned ships licensed by the government to attack ships of other countries(page 61)

Walter Raleigh Englishman who sent an expedition that established a colony in Roanoke (page 61)

Powhatan Confederacy Native American group that lived in the area of Jamestown (page 62)

burgesses representatives to Virginia’s legislative body (page 63)

Name Date Class

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTRemains of Jamestown’s Fort Until 1996 the exact location of Jamestown’s fort was not known.From the written descriptions, archaeologists knew that the fort lay along the James River, but theydid not know its precise location. The only drawing of the fort that existed was a rough ink sketchmade in 1608 by Pedro Zuniga, a Spanish spy. Researchers believed that the remains of the forthad been destroyed by erosion along the banks of the James River. However, in 1996, archaeolo-gists finally discovered evidence of a fortification that matched the historical descriptions of thefort. 1

L1/ELL

AHSGE: pages 62–63: I-1A, 1CCOS: page 62: Gr.10:1A, 2;

page 63: Gr.10:1A, 2, 2C


COS Gr.10:2C

to anyone who worked for the colony for sevenyears. The offer produced results. In August 1609,400 new settlers arrived in Jamestown.

The arrival of so many settlers late in the sum-mer created a crisis. There was not enough food,nor could enough be grown before winter.Governor De La Warr had not arrived yet, andJohn Smith had suffered a gunpowder burn andreturned to England. Without strong leadership,the colony rapidly deteriorated. As winter neared,the settlers began to steal food from the NativeAmericans. In response, Native American warriorsattacked the settlers.

The winter of 1609 and 1610 becameknown as the “starving time.” The colonistsat Jamestown ate “dogs, rats, snakes, toad-stools, [and] horsehides,” and a few settlerseven engaged in cannibalism, digging upcorpses from graves and eating them.

By the spring of 1610, only 60 settlers werestill alive. They abandoned Jamestown andheaded downriver. On the way, they met threeEnglish ships heading for the colony. On boardwere supplies, 150 more settlers, and the colony’sgovernor, Lord De La Warr. De La Warr convincedthe settlers to stay. Instead of returning to Jamestown,however, many decided to establish other townsalong the James River. By 1618 there were severaltowns in Virginia.

De La Warr’s deputy, Thomas Dale, then drafted aharsh code of laws for Jamestown. Settlers wereorganized into work gangs and required to work atleast six hours per day. Dale’s discipline saved thecolony, but Jamestown still did not thrive. In 1614Dale decided to permit private cultivation. Settlerscould acquire three acres of land if they gave thecolony one month of work and 21⁄2 barrels of corn.Whatever else they produced, they could keep.According to one colonist, Ralph Hamor, the newsystem dramatically increased production:

“When our people were fed out of the commonstore and labored jointly . . . glad was the man thatcould slip from his labor . . . presuming that howso-ever the harvest prospered, the general store mustmaintain them, by which means we reaped not somuch corn for the labors of 30 men, as three men havedone for themselves.”

—quoted in Colonial America

The new policy ensured Jamestown’s survival, butthe colony still had to find a product to sell for profit

in England. The solution was a product King Jameshad already condemned as a “vile weed [of] blackstinking fumes [that were] baleful to the nose, harm-ful to the brain, and dangerous to the lungs”—tobacco.

Tobacco Saves the Colony Well before the found-ing of Jamestown, the Spanish began shippingtobacco from their Caribbean colonies to Europe.Smoking tobacco became very popular in Europe inthe early 1600s. The Jamestown settlers had triedgrowing tobacco, but the local variety was too bitter.

One colonist named John Rolfe continued toexperiment, using seeds imported from Trinidad. Hedeveloped a new curing method, and in 1614 heshipped about 2,600 pounds (1,180 kg) to England.Rolfe’s tobacco was not as good as Spanish tobacco,but it sold for a good price, and the settlers soonbegan planting large quantities of it.

The First Assembly In 1618 the new head of theVirginia Company in London, Edwin Sandys, intro-duced major reforms to attract settlers. The firstreform gave the colony the right to elect its ownassembly to propose laws. The first general assemblymet in the Jamestown church on July 30, 1619. Thenew Virginia government included a governor, 6 councilors, and 20 representatives, 2 from each ofthe colony’s 10 towns. The representatives werecalled burgesses, and the assembly was called theHouse of Burgesses.


Critical Leadership Captain John Smith (left)helped save early Jamestown by trading with the localNative Americans. Sidney King painted Jamestown’sfort as it must have appeared around 1607. Why doyou think the fort was set up with only three sides?

History Through Art

64


Section Quiz 2–2


Column A

1. England’s first permanent settlement in North America

2. wanted to purify the Anglican Church of all Catholicelements

3. pools the money of many investors

4. representatives in the first general assembly in Virginia

5. published an attack on the Church, which started theProtestant Reformation

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of the choice thatbest completes the statement or answers the question. (10 points each)


★ ScoreChapter 2

Section Quiz 2-2

Column B

A. burgesses

B. Jamestowncolony

C. Martin Luther

D. Puritans

E. joint-stockcompany

Answer: Captain John Smith started trading with the PowhatanConfederacy. This trade helped the colony get through the first twowinters.

ReteachHave students discuss how eco-nomic, religious, and politicalevents in England all played asignificant role in the establish-ment of English colonies inAmerica.

EnrichHave students use library andInternet resources to researchone of the colonies mentioned inthis section and write a reportabout colonial life.

Answer: to provide a refuge forEnglish Catholics to freely practicetheir religion

4 CLOSEAsk students to explain the rolesreligion and economics played inthe colonists’ decisions to moveto America. 1. Terms are in blue.

2. John Cabot (p. 58), Walter Raleigh(p. 61), Powhatan Confederacy(p. 62)

3. The colony was able to tradetobacco with England, ensuring thecolony’s value.

4. It created many unemployed beg-gars in England who hoped to get

a better life in America.5. The government officials and

large estate owners were Catholicand most of the settlers wereProtestant.

6. (1) granting the colony the right toelect its own general assembly topropose laws, (2) introducing thesystem of headrights, (3) providing

opportunities for marriage7. the English Reformation and colo-

nization in America8. Students’ circulars will vary.

Circulars should include valid rea-sons for trading with the PowhatanConfederacy.

L2



Headrights Lure Settlers To entice new settlers toVirginia, the company also introduced the system ofheadrights, in which new settlers who bought ashare in the company or paid for their passage weregranted 50 acres of land. They were given 50 moreacres for each family member over 15 years of ageand for each servant they transported to Virginia.

Up to that point, Jamestown had been a colonymade up mostly of men. In 1619 the VirginiaCompany sent about 90 women to the colony. Thefirst Africans also arrived in 1619 when a slave shipstopped to trade. The settlers purchased 20 Africansas “Christian servants,” not enslaved people. TheAfricans had been baptized, and at that time Englishlaw said that Christians could not be enslaved.

Virginia Becomes a Royal Colony The new poli-cies triggered a wave of immigration. By 1622 morethan 4,500 settlers had arrived in Virginia. The dra-matic increase in settlers alarmed the NativeAmericans. In March 1622, they attacked Jamestown,burning homes and killing nearly 350 settlers. Thesettlers eventually put an end to the uprising, but thecolony was devastated. The uprising was the finalstraw for King James. An English court revoked thecompany’s charter, and Virginia became a royalcolony run by a governor appointed by the king.

Describing How did Captain JohnSmith and the Powhatan Confederacy save Jamestown?

Maryland Is FoundedA joint-stock company had founded Virginia, but

the colony north of it resulted from the aspirations ofone man, George Calvert, Lord Baltimore. Lord

Baltimore had been a member of the EnglishParliament until he converted to Catholicism. Thisdecision ruined his career, but he remained a goodfriend of King James I and his son, Charles I.

Catholics were opposed in England for much thesame reason as Puritans. Catholics did not accept the king as head of the Church, nor did they acceptthe authority of Anglican bishops and priests. Theywere viewed as potential traitors who might helpCatholic countries overthrow the English king.Consequently, they were forbidden to practice law orteach school.

As he watched the persecution of his fellowCatholics, Lord Baltimore decided to found a colonywhere Catholics could practice their religion. In 1632King Charles granted him a large area of land north-east of Virginia. Baltimore named the new colonyMaryland.

Baltimore owned Maryland, making it England’sfirst proprietary colony. The proprietor, or owner,could govern the colony any way he wished. Hecould appoint officials, coin money, impose taxes,establish courts, grant lands, and create towns. Inmost respects, he had a king’s powers.

Lord Baltimore died shortly before settlers arrivedin his colony. In 1634, 20 gentlemen, mostly Catholic,and 200 servants and artisans, mostly Protestant,arrived in Maryland. Despite Baltimore’s hope thatMaryland would become a Catholic refuge, most ofits settlers were Protestant, although the governmentofficials and most large estate owners were Catholic.The friction between the two groups plagued thecolony for many years.

Analyzing Why did Lord Baltimorefound Maryland?

Reading Check

Reading Check

Checking for Understanding1. Define: Puritan, joint-stock company,

privateer, burgesses, headright,proprietary colony.

2. Identify: John Cabot, Walter Raleigh,Powhatan Confederacy.

3. Explain how tobacco saved Jamestown.

Reviewing Themes4. Geography and History How did the

enclosure movement change England’ssociety?

Critical Thinking 5. Interpreting What caused friction in

the Maryland colony?6. Categorizing Use a graphic organizer

similar to the one below to list threeways the Virginia Company tried toattract settlers to the Jamestown colony.

Analyzing Visuals7. Analyzing Art Examine the painting

on pages 60 and 61. What factors con-tributed to the growing rivalry betweenSpain and England?

Ways to Attract Settlers 8. Persuasive Writing Take on the roleof Captain John Smith of Jamestown.Write a town circular explaining to yourfellow colonists why trading with thePowhatan Confederacy is a good sur-vival strategy.

COS Gr.10:2

AHSGE I-1A; COS Gr.10:1A

31 2

AHSGE: page 64: I-1A, 1CCOS: page 64: Gr.10:1A, 2;

page 65: Gr.10:2


65

TEACHUnderstanding the Parts of aMap Looking at a map allowsthe user to see the big picture,including the physical relation-ship of the various areasdepicted. To take advantage ofseeing the big picture it is impor-tant for students to understandthe parts of the map.

Have students identify thetowns and cities that lie between30°N and 40°N latitude.(Savannah, Charles Town,Jamestown, St. Mary’s,Philadelphia)

Additional Practice

ANSWERS TO PRACTICING THE SKILL1 color of regions, symbol for towns or cities2 Atlantic Ocean3 yellow4 approximately 400 miles5 approximately 900 kilometers

Applying the Skill1. 17632. John Cabot3. Henry Hudson

Reinforcing Skills Activity 2

Understanding the Parts of a Map

LEARNING THE SKILLA map includes several symbols that can help you interpret the information you

see. The map key, or legend, helps you understand colors, lines, or symbols on amap. The compass rose will show the cardinal directions of north, south, east, andwest on the map. Scale is used to represent size and distance. A map scale is usuallyshown with a scale bar.

To understand any map, read the map title first, and then read the map key to findout what special information it gives. Next, find examples of each map key color,line, or symbol on the map, and use the compass rose to identify the four cardinaldirections. You can use the map scale to find the distance between any two points onthe map.

PRACTICING THE SKILLDIRECTIONS: Analyze the

★

★

Name Date Class

United States Settlements: 1675-1800

Reinforcing Skills Activity 2★

CD-ROMGlencoe SkillbuilderInteractive Workbook CD-ROM, Level 2

This interactive CD-ROM reinforcesstudent mastery of essential socialstudies skills.

Social Studies

L1

65

Social Studies

Applying the SkillUnderstanding the Parts of a Map Study the map ofEuropean Explorations and Settlements on page 59.Use the map to answer the following questions.

1. When did Marquette and Joliet explore theMississippi River?

2. What English explorer arrived in North America atthe end of the 1400s?

3. Which explorer traveled the farthest north?

Glencoe’s Skillbuilder Interactive WorkbookCD-ROM, Level 2, provides instruction andpractice in key social studies skills.

Town or City

New England Colonies

Middle Colonies

Southern Colonies

Why Learn This Skill?Maps can direct you down the street or around

the world. There are as many different kinds ofmaps as there are uses for them. Being able to reada map begins with learning about its parts.

Learning the SkillMaps usually include a key, a compass rose, and

a scale bar. The map key explains the meaning ofspecial colors, symbols, and lines used on the map.On a road map, for example, the key tells whatmap lines stand for paved roads, dirt roads, andinterstate highways.

After reading the map key, look for the compassrose. It is the direction marker that shows the cardi-nal directions of north, south, east, and west. Ameasuring line, often called a scale bar, helps youestimate distance on a map. The map’s scale tellsyou what distance on the earth is represented bythe measurement on the scale bar. For example,1 inch (2.54 cm) on the map may represent 100 miles(160.9 km) on the earth. Knowing the scale allowsyou to visualize the extent of an area and to measuredistances.

Practicing the SkillThe map on this page shows the early English

colonization of the eastern coast of North America.Look at the parts of the map, and then answer thequestions.

1 What information is given in the key?

2 What body of water serves as the eastern bor-der for the colonies?

3 What color represents the Middle Colonies?

4 What is the approximate distance, in miles,between the settlements of Charles Town andJamestown?

5 What is the approximate distance, in kilome-ters, between the northernmost and southern-most settlements?

Skills AssessmentComplete the Practicing Skills questions on

page 81 and the Chapter 2 Skill ReinforcementActivity to assess your mastery of this skill.

200 kilometers0

200 miles0

Lambert Equal-Areaprojection

N

S

EW

70°W

40°N

30°N60°W

ATLaNTICOCEaN

Lake Erie

LakeOntario

ME.(part ofMass.)

N.H.

MASS.R.I.

CONN.

N.Y.

PA.

N.J.

DEL.MD.

VA.

N.C.

S.C.

GA.

SalemBoston Plymouth

HartfordNew Haven

New York City

Charles Town

Savannah

Jamestown

Philadelphia

St. Mary's

The Thirteen Colonies, 1750

Understanding the Parts of a Map

21

66

1 FOCUSSection OverviewThis section examines the settle-ment of New England.



Making Generalizations


Copyright © by The McGraw-Hill Companies, Inc. ANSWER: JTeacher Tip: Explain to students that a broad statementdrawn from many facts is called a generalization. Ageneralization must be supported by evidence that islogical and factual.

UNIT

1Chapter 2

ANNE HUTCHINSON (1591–1643)

Anne Hutchinson organized weekly meetings of other Boston Puritan women to discuss recent sermons and express her own theological views. Her views did not always agree with those of the Puritan leaders. In 1637 she was tried and convicted of heresy. As punishment, shewas immediately banished from the Massachusetts Bay Colony.

Directions: Answer the followingquestion based on the reading.

Based on what happened toAnne Hutchinson, what gen-eralization can you makeabout the Puritan colonists?

F Puritans were tolerant of dif-fering religious views.

G Puritans had a lenient judicialsystem.

H Puritans allowed womenunlimited freedom of expression.

J Puritans were not tolerant ofdiffering religious views.



Answers to Graphic: (1) the declinein fur trade minimized need for set-tlers to get along with NativeAmericans, (2) the colonial govern-ment’s demand that NativeAmericans follow English law andcustoms threatened the NativeAmerican way of life, (3) the arrestand execution of three Wampanoagon murder charges, (4) retaliatoryattack on the town of Swansea by theWampanoag

Preteaching VocabularyHave students write four sentences,using words from the Key Terms andNames list in each sentence.


Reproducible Masters• Reproducible Lesson Plan 2–3• Daily Lecture and Discussion Notes 2–3• Guided Reading Activity 2–3• Section Quiz 2–3• Reading Essentials and Study Guide 2–3


• American Art & Architecture

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROMTeacherWorks™ CD-ROMAudio ProgramAmerican Music: Cultural Traditions

AHSGE: pages 66–67: I-1CCOS: pages 66–67: Gr.10:1A, 2


On a bleak November day in 1620, a tiny three-masted English ship named the Mayflowerdropped anchor off the coast of Cape Cod. The eyes of all those aboard, 101 English men, women,and children, focused on the low strip of land before them. They were not where they were supposedto be. They had a patent for land in Virginia, but the land on the horizon was clearly not Virginia. Ifthey went ashore, they would be on land to which they had no title in a territory where no Englishgovernment existed.

On November 11, 1620, 41 adult men met in the ship’s cabin to sign a document later known asthe Mayflower Compact. In it they declared their intention to create a government and obey its laws.They agreed to “solemnly and mutually in the presence of God and one of another, covenant andcombine ourselves together in a civil body politic, for our better ordering and preservation,” and to“frame such just and equal laws, ordinances, acts, constitutions and officers, from time to time, asshall be thought most meet and convenient for the general good of the Colony, unto which we prom-ise all due submission and obedience.”

—adapted from Basic Documents in American History

The Pilgrims Land at PlymouthThe events that led to the arrival of the Mayflower off the coast of New England began

several years earlier in England. A group of Puritans, called Separatists, broke awayfrom the Anglican Church to form their own congregations. King James I viewed this


✦1640 ✦1680✦1660

1620Pilgrims arrive inMassachusetts

New England

Main IdeaIn the 1600s, English Puritans fleeing reli-gious persecution and economic difficul-ties founded several colonies in NewEngland.

Key Terms and NamesSeparatist, Pilgrim, William Bradford,Squanto, John Winthrop, MassachusettsBay Company, Great Migration, heretic,Roger Williams, Anne Hutchinson

Reading StrategyOrganizing As you read about thefounding of colonies in New England,complete a graphic organizer similar tothe one below by listing the causes ofKing Philip’s War.

Reading Objectives• Discuss why John Winthrop founded

Massachusetts and describe the kind ofsociety the Puritans built there.

• Describe why Roger Williams and AnneHutchinson left the Massachusettscolony.

Section ThemeCulture and Traditions Puritan religiousbeliefs shaped the cultural history of NewEngland.

1630Massachusetts BayColony established

1636Roger Williams foundsProvidence

1639Fundamental Orders ofConnecticut introduced

1675King Philip’sWar begins

Causes ofKing Philip’s War

✦1620

67


2 TEACH

Creating a Thematic MapHave students use a blank map showing the borders of the NewEngland states to mark thecolonies presented in this section. L1


Daily Lecture and Discussion Notes 2–3

I. The Pilgrims Land at Plymouth (pages 66–67)

A. Some Puritans, called Separatists, broke away from the Anglican Church to start theirown congregations. The king viewed the act as a challenge to his authority and impris-oned them. In 1608 one group of Separatists, who became known as Pilgrims, fled toHolland. Unhappy there, they decided to immigrate to America.

B The Pilgrims set sail for America on the Mayflower in 1620 and settled in Plymouth



Did You Know? The Pilgrims survived in large part because ofthe assistance of Squanto, a Pawtuxet. Squanto had earlier been cap-tured by an English explorer and taken to Europe. As a result, hespoke English and was instrumental in helping the Pilgrims forman alliance with the local Wampanoags.


Answer: Squanto taught the Pilgrimsabout their new environment. Hehelped them with farming, fishing,hunting, and gathering. He alsohelped them negotiate peace withthe Wampanoag.

Answer: dark clothing and surround-ing except for the Compact; faces areserious and intent on the speakerAsk: How does the portrait of JohnWinthrop indicate his status in thecommunity? (possible answer: Hismore formal dress and well groomedhair and beard show that he iswealthy.)

History Through Art

1 2

READING THE TEXT

Classifying and Categorizing Information Students can use tables and charts to group andorganize information. Have students create a three-column table to illustrate the role that the peoplementioned in the section played in colonial America. The three columns should list the person’sname, the colony with which he or she is associated, and the impact the person had on thecolony. L1


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action as a challenge to his authority, and he impris-oned Separatist leaders. To escape this persecution,one group fled to Holland in 1608. These Separatists,who came to be known as the Pilgrims, found it diffi-cult to live in Holland. They also worried that theirchildren were losing their English heritage. In early1617, the congregation decided to sail to America.

The Mayflower Arrives in America Before settingsail for America, the Pilgrims first returned to England,where they joined another group of Separatists aboardthe Mayflower. In September 1620, 102 passengers setoff on the journey across the Atlantic. The trip took 65days. Most of the food ran out, many passengersbecame ill, and one died. Making matters worse, asevere storm blew the small ship off course. Finally, inearly November, the Pilgrims sighted Cape Cod andtried to follow the coastline south. After encounteringrough weather, they turned back.

Although they were not where they expected, thePilgrims were not completely lost. In 1614 theVirginia Company had hired Captain John Smith toexplore the region. The Pilgrims had a copy ofSmith’s “Map of New England,” and they decided tomove across Massachusetts Bay to the area Smith hadlabeled “Plymouth” on his map. ; (See page 1061 for anexcerpt from the Mayflower Compact.)

Plymouth Colony According to William Bradford,one of the colony’s leaders, the Pilgrims went towork as soon as they arrived at Plymouth.After constructing a “common house,” thesettlers built modest homes of frame con-struction and thatched roofs. Soon, how-ever, a plague swept through the colony,sparing only 50 settlers.

Even the surviving Pilgrims might haveperished were it not for the help of Squanto,a Native American man who taught themabout their new environment. Bradfordwrote that Squanto “directed them how toset their corn, where to take fish and [how]to procure other commodities.” Squantoalso helped the Pilgrims negotiate a peacetreaty with the Wampanoag people wholived nearby. The following autumn, thePilgrims joined the Wampanoag in a three-day festival to celebrate the harvest and givethanks to God for their good fortune. Thiscelebration later became the basis for theThanksgiving holiday.

Summarizing How didSquanto help the Pilgrims?

The Puritans Found MassachusettsAlthough many Puritans in England shared the

frustrations that had driven the Pilgrims to leave thecountry, most worked for reform within theAnglican Church. After King Charles took the thronein 1625, opposition to the Puritans began to increase,and many Puritans became willing to leaveEngland.

A City on a Hill At about this time, a depressionstruck England’s wool industry, which caused highunemployment, particularly in England’s southeast-ern counties where many Puritans lived. As hewatched his fellow Puritans suffering religious andeconomic hardship, John Winthrop, a wealthy attor-ney, wrote despairingly to his wife: “I am verily per-suaded God will bring some heavy affliction uponthis land, and that speedily.”

Winthrop and several other wealthy Puritans werestockholders in the Massachusetts Bay Company.The company had already received a royal charter inMarch 1629 to create a colony in New England.Convinced that there was no future for Puritans inEngland, Winthrop decided to change what had beenmerely a business investment into a refuge forPuritans in America. Other Puritans embraced theidea, and in March 1630, eleven ships carrying about900 settlers set sail. As they headed to America, JohnWinthrop delivered a sermon entitled “A Model of

Reading Check

Solemn Signing Tompkins Matteson, a nineteenth-century artist, painted his vision of thesigning of the Mayflower Compact. By signing this document, the Pilgrims wanted to set up alegal basis for their new colony. How did the artist try to suggest the seriousness of the occasion in this painting?

History Through Art


68



Name Date Class

DIRECTIONS: Recalling Facts Read the section and answer the questions below. Refer to yourtextbook to write the answers.

1. Who were the Separatists?

2. What was one reason the Separatists found it hard to live in Holland?

3. Using John Smith’s “Map of New England,” where did the Pilgrims finally land?

4. Who helped the Pilgrims survive at Plymouth, and what did he teach them?

5. Who increased the persecution of the Puritans in England in 1625?

6. What was the result of England’s depression in the wool industry in the 1620s?

7. What was John Winthrop’s hope for America?


Writing Journal Entries Havestudents assume the role of oneof the Pilgrims. Ask students towrite four brief journal entriesdescribing their activities or feel-ings. The dates for the journalentries are summer 1620,autumn 1620, winter 1621, andautumn 1621. L2

Use the rubric for a diary,short story, memorandum, or letter on pages 79–80 in thePerformance AssessmentActivities and Rubrics.

Answers:1. Chesapeake Colonies: 5,000;

New England: 20,000

2. approximately 4,500 miles

Geography Skills PracticeAsk: What were the ChesapeakeColonies? (Maryland and Virginia)

Pilgrim The term pilgrim refers to some-one who travels to a shrine or sacredplace. It can also mean a traveler. Itseems appropriate that William Bradfordwould describe the group that arrived onthe Mayflower as Pilgrims.

DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTIONLogical/Mathematical Use a map to locate two points: the original destination of the Mayflowerand the area where the Mayflower actually docked. Identify the latitude and longitude of these twolocations. Calculate the approximate distance between the two locations. L1


L1/ELL

Christian Charity.” The new colony, Winthrop toldhis fellow Puritans, would be an example to theworld:

“The Lord will make our name a praise and glory,so that men shall say of succeeding plantations: ‘TheLord make it like that of New England.’ For we mustconsider that we shall be like a City upon a Hill; theeyes of all people are on us.”

By the end of the year, 17 ships had broughtanother 1,000 settlers, and Massachusetts rapidlyexpanded. Several towns were founded, includingBoston, which became the colony’s capital. As condi-tions in England grew worse, many people began toleave the country in what was later called the GreatMigration. By 1643 an estimated 20,000 settlers hadarrived in New England.

Church and State The charter of the MassachusettsBay Company defined the colony’s government.People who owned stock in the company were called“freemen.” All of the freemen together were calledthe General Court. The General Court made the lawsand elected the governor.

John Winthrop had been chosen to be the firstgovernor. To ensure that the colony became the kindof society he wanted, Winthrop ignored the charter

and told the settlers that only the governor and hisassistants could make laws for the colony. No oneknew that these rules were not in the charter becauseWinthrop kept the charter locked in a chest.

Winthrop managed to restrict the freemen’s powerfor four years, but eventually the settlers grew frus-trated with how little voice they had in governing thecolony. In 1634 town representatives demanded tosee the charter, and Winthrop had no basis to refusethe request. As they read the charter, the representa-tives realized that the General Court was supposedto make the laws. When the General Court assem-bled in May 1634, they reorganized the government.The General Court became a representative assembly.They decided that elections would be held each year,and the freemen of each town would elect up to threedeputies to send to the General Court.

John Winthrop believed that each congregationshould control its own church, but he also believedthat the government should help the church. Lawswere passed requiring everyone to attend church.The government collected taxes to support thechurch and also regulated behavior. Gambling,


1,000 kilometers0Mercator projection

1,000 miles0 N

S

EW

60°W 30°W 0°

30°N

TROPIC OF CANCER

To New England, 20,000

To Chesapeake Colonies, 5,000

To West Indian Islands, 20,000

ATLaNTICOCEaN

NEW ENGLAND1620

VIRGINIA1635

MARYLAND1645

BERMUDA1642

ST. CROIX, 1625ST. KITTS, 1623

NEVIS, 1628 BARBADOS, 1625

BAHAMAS1646

ENGLAND

Immigration Route

The Puritan by AugustusSaint-Gaudens

The Great Migration, 1620–1646

1. Interpreting Maps How many settlers immigrated tothe Chesapeake Colonies as compared to New England?

2. Applying Geography Skills Approximately how manymiles was the migration route from England to the NewEngland Colonies?

COS Gr.10:1A

69


Answer: John Winthrop believedthat each congregation should con-trol its own church and that the gov-ernment should help the church. Hehelped to pass laws that requiredchurch attendance and the collectionof taxes to support the church.

Expanding a Time Line Havestudents use the time line onpage 66 as a starting point forcreating a more comprehensivetime line using dates presentedin this section. Then have stu-dents use library and Internetresources to add at least twoevents from this period of his-tory not mentioned in the text. L2

The State of Rhode Island and ProvidencePlantations is the official name of whatmany people refer to as Rhode Island.Despite its name, this New England stateis not an island. In addition to the areabordered by Connecticut andMassachusetts, there are several islands,including one named Rhode Island, thatare part of the state.

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYScience Invite someone from a historical society or museum to visit your class to talk about theimportance of preserving historical documents. Ask the speaker to give a short history on how doc-uments have been preserved in the past and to explain the scientific innovations that are currentlyused in preservation. Encourage students to ask questions at the end of the presentation to learnmore about the role that science plays in preserving important historical documents. Have studentswrite a paragraph summarizing what they learn. L1

American Music: CulturalTraditions: “Ainsworth Psalm100,” “Standish”American Art & Architecture:Brewster-type Chair


blasphemy, adultery, and drunkenness were all ille-gal and punished severely, often by flogging.

The leaders of the Massachusetts Bay Colony triedto prevent religious ideas that differed from Puritanbeliefs. If settlers publicly challenged Puritan ideas,they could be charged with heresy and banishedfrom the colony. Heretics—people whose religiousbeliefs differ from those accepted by the majority—were considered a threat to the community.

Analyzing How did JohnWinthrop’s religious beliefs affect the way the MassachusettsBay Colony was governed?

Rhode Island and Religious Dissent Puritan efforts to suppress other religious beliefs

inevitably led to conflict with those who disagreedwith them. Eventually, just as Anglican intolerance ofthe Puritans led to the founding of Massachusetts,Puritan intolerance led to the founding of othercolonies in New England.

Roger Williams Founds Providence In 1631 ayoung minister named Roger Williams arrived inBoston. When the Boston congregation offered him ateaching position, Williams refused, saying he

“[would] not officiate to an unseparated people.”Williams was a strict Separatist. He believed Puritanscorrupted themselves by remaining as part of theAnglican Church.

Williams became a teacher in Salem, whereSeparatist ideas were more accepted, but his continu-ing condemnation of the Puritan churches angeredmany people. As pressure against him mounted,Williams decided to move to Plymouth Colony.While in Plymouth, he declared that the landbelonged to the Native Americans and that the kingdid not have the right to give it away.

Williams’s ideas greatly alarmed John Winthrop. Ifthe king heard that Puritans in Massachusetts weredenying the king’s authority, he might revoke the char-ter and impose a royal government. Winthrop fearedthat if that happened, the Puritans would lose controlof their churches.

When Williams returned to Massachusetts in 1633,he continued to challenge Puritan authority. InOctober 1635, the General Court ordered him to leavethe colony. Williams then headed south to found hisown colony. He purchased land from theNarragansett people and founded the town ofProvidence. In Providence, the government had noauthority in religious matters. Different religiousbeliefs were tolerated rather than suppressed.

Anne Hutchinson Is Banished In the midst of theuproar over Roger Williams, a woman named AnneHutchinson arrived in Boston. Hutchinson was intelli-gent, charismatic, and widely admired. A devoutPuritan, Hutchinson began to hold prayer meetings inher home. Her groups discussed sermons and com-pared ministers.

As Hutchinson’s following grew, she began toclaim to know which ministers had salvation fromGod and which did not. This created a problem forPuritan leaders. Hutchinson was attacking theauthority of ministers. If people believed her, theywould stop listening to the ministers she had con-demned. In late 1637, the General Court calledHutchinson before them to answer to charges ofheresy.

When questioned by the court, Hutchinson did notconfess or repent. She said that God “hath let me seewhich was the clear [correct] ministry and which thewrong. . . .” When asked how God let her know, shereplied that God spoke to her “by an immediate reve-lation.” By claiming God spoke to her directly,Hutchinson contradicted the Puritan belief that Godonly spoke through the Bible. The General Courtimmediately banished her for heresy. Hutchinson and

Reading Check


“we shall belike a City upon

a Hill”—John Winthrop

21

AHSGE: pages 68–69: I-1CCOS: pages 68–69: Gr.10:1, 2


70


Answers:1. 10 years

2. Hartford

Geography Skills PracticeAsk: What body of water wasHartford built beside? (ConnecticutRiver) Why was it important to beclose to a body of water? (fordrinking water and as a source oftransportation)






NEW ENGLAND

KEY TERMS AND NAMES

Separatists Puritans who broke away from the Anglican Church to form their own congregations (page 66)

Pilgrims a group of Separatists who fled to America to escape persecution (page 67)

William Bradford a leader of the Plymouth colony (page 67)

Squanto a Native American who helped the Pilgrims survive (page 67)

John Winthrop a Puritan who helped establish the Massachusetts Bay Colony (page 67)

Massachusetts Bay Company a company granted a charter to create a colony in New England(page 67)

Great Migration the emigration of thousands of people from England (page 68)

Name Date Class

Answer: They challenged Puritanauthority. Williams also challengedthe authority of the king. Hutchinsonwas considered a heretic because ofher claim that God spoke directly toher. This claim contradicted thePuritan belief that God spoke onlythrough the Bible.

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYAssessing Have students use library and Internet resources to locate five biographical referencesfor one of the persons mentioned in this section. Provide students with guidelines for writing a ref-erence citation and ask them to write a citation for each reference. Instruct students to evaluateeach of their sources for reliability and rank them on a scale of 1 to 5 where 1 means not reliableand 5 means extremely reliable. Have students write a one-sentence explanation for each of theirrankings. L2

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21

several of her followers headed south. They settled onan island and founded the town of Pocasset, laterknown as Portsmouth.

The Colony of Rhode Island Over the next fewyears, Massachusetts banished other dissentingPuritans. They too headed south and founded twomore towns—Newport in 1639 and Warwick in 1643.In 1644 these two towns joined together withPortsmouth and Providence to become the colony ofRhode Island and Providence Plantations. Religiousfreedom, with a total separation of church and state,was a key part of the colony’s charter.

Explaining Why were RogerWilliams and Anne Hutchinson banished from Massachusetts?

The River Towns of ConnecticutIn 1636 the Reverend Thomas Hooker asked the

General Court of Massachusetts for permission tomove his entire congregation to the ConnecticutRiver valley. His congregation wanted to migratebecause they did not have enough land near theirtown to raise cattle. Hooker also had his own reasonsfor leaving. Unlike Roger Williams, Hooker was anorthodox Puritan, but like Williams, he was frus-trated by the Massachusetts political system. Hethought that everyone should be allowed to vote, notjust church members. Hooker argued that “the foun-dation of authority is laid in the consent of the gov-erned,” and that “the choice of the magistratebelongs to the people.”

The General Court allowed Hooker and his con-gregation to migrate. A few months later, some 100settlers headed to the Connecticut River and foundedthe town of Hartford. Hooker’s congregation was notalone in the Connecticut River valley. Trading postshad been established in the region in 1633, and twoother congregations had founded the towns ofWindsor and Wethersfield in 1634.

In 1637 the towns joined together to create theirown General Court. Two years later they adopted aconstitution known as the Fundamental Orders ofConnecticut—the first written constitution of theAmerican colonies. Their government was similar tothat of Massachusetts, but it had one major exception:it allowed all adult men, not just church members, toelect the governor and the General Court. ; (Seepage 1062 for the text of the Fundamental Orders of Connecticut.)

East of the Connecticut River lived the Pequotpeople, who considered the valley part of their terri-tory. The Pequot chief Sassacus, who ruled both thePequot and the Mohegan peoples, tolerated theEnglish settlers at first because he needed alliesagainst the Narraganset in Rhode Island. In 1636,however, two Massachusetts traders were killed inPequot territory. When Massachusetts sent troops toretaliate, the Pequot War erupted. The Pequot beganraiding towns along the Connecticut River. In April1637, they surprised the town of Wethersfield andkilled nine people. Furious, the Connecticut settlersassembled an army under the command of CaptainJohn Mason. Seizing the opportunity to free them-selves, the Mohegan rebelled against the Pequot andsent warriors to fight alongside Mason’s troops. TheNarraganset, bitter rivals of the Pequot, also joined inthe attack.

Mason’s troops and their Native American alliesset fire to the main Pequot fort near Mystic Harbor.

Reading Check


N

S

EW

100 kilometers0Albers Conic Equal-Area projection

100 miles0

70°W75°W

45°N

40°N

NEWFRANCE

AtlanticOcean

St. Lawrence R.

Hu

dson

R.

Massachusetts Bay

LakeChamplain

LongIsland

Con

nec

ticu

tR

.

N.H.

MAINE(Part of MASS.)

MASS.

CONN.

N.J.

R.I.

N.Y.Portsmouth, 1624

Salem, 1626

Boston, 1630Plymouth, 1620

Providence, 1636New Haven,

1638

Hartford, 1636

New England Colonies

1. Interpreting Maps How long after the establishment ofPlymouth Colony was Boston founded?

2. Applying Geography Skills Which English settlementwas not located directly on the coast?

AHSGE: pages 70–71: I-1CCOS: pages 70–71: Gr.10:1, 2


71


Section Quiz 2–3


Column A

1. Puritans who broke away from the Anglican Church

2. received a charter from King Charles to create a colony inNew England

3. person whose religious beliefs differ from those acceptedby the majority

4. Native American man who taught the Pilgrims about theirnew environment

5. people who owned stock in the Massachusetts BayCompany

DIRECTIONS: Multiple Choice In the blank at the left write the letter of the choice that


Score★ ScoreChapter 2

Section Quiz 2-3

Column B

A. Squanto

B. Heretic

C. Separatists

D. MassachusettsBay Company

E. freemen

Answer: The Fundamental Orders ofConnecticut granted the right to voteto all adult men. Massachusetts limit-ed the right to vote to adult men whowere church members.

Answer: New Hampshire and Maine

ReteachAsk students to name the histori-cal figures mentioned in this sec-tion and explain the role eachplayed in colonizing America.

EnrichHave students write a one-pagedescription of what they thinklife in the colonies would havebeen like if the settlers andNative Americans had collabo-rated more effectively.

Answer: because the few survivingNative Americans were scattered,and New England now belonged tothe English settlers

4 CLOSEAsk students to explain how thecore beliefs shared by mostAmericans can be traced to colo-nial times.

1. Terms are in blue.2. William Bradford (p. 67), Squanto

(p. 67), John Winthrop (p. 67),Massachusetts Bay Company(p. 67), Great Migration (p. 68),Roger Williams (p. 69), AnneHutchinson (p. 69)

3. Winthrop feared that Williams’s

ideas would cause the king torevoke the colony’s charter.

4. Thomas Hooker thought thateveryone should be allowed tovote, not just church members.

5. In both cases individuals from oneside were killed by members of theother side and in both cases this

led to retaliation.6. Students’ charts should list each

colony mentioned.7. to avoid religious persecution8. Students’ letters will vary. The let-

ters should include plausibledetails about colonial life.

L2

When the Pequot tried to surrender, the troopsopened fire, killing about 400 people, includingwomen and children. The Connecticut General Courtthen put a bounty on the surviving Pequot. Manywere captured and sold into slavery, while otherswere given to the Narraganset and Mohegan as warprizes. The Pequot were treated so poorly by theother Native Americans that in 1655, the Connecticutgovernment resettled the survivors in two villagesnear the Mystic River.

Contrasting How did theConnecticut and Massachusetts constitutions differ?

New Hampshire and MaineNot all of the settlers who left Massachusetts

headed for Rhode Island or Connecticut. AlthoughAnne Hutchinson had moved south, 36 of her fol-lowers headed north and founded the town ofExeter. During the 1640s, several other towns werealso established north of Massachusetts. Many ofthe settlers in these towns were fishers and furtraders.

Much of the territory north of Massachusetts hadbeen granted to two men, Sir Fernando Gorges andCaptain John Mason who split the grant in half.Mason took the southern part and named it NewHampshire, while Gorges’s territory in the northcame to be called Maine. The government ofMassachusetts claimed both New Hampshire andMaine and challenged the claims of Mason andGorges in court. In 1677 an English court ruledagainst Massachusetts. Two years later, NewHampshire became a royal colony. Massachusetts,

however, bought Maine from Gorges’s heirs, andMaine remained part of Massachusetts until 1820.

Identifying What two colonieswere established north of Massachusetts?

TURNING POINT

King Philip’s WarFor almost 40 years after the Pequot War, the New

England settlers and Native Americans had good rela-tions. The fur trade, in particular, facilitated peace. Itenabled Native Americans to acquire tools, guns,metal, and other European products in exchange forfurs. By the 1670s, however, the fur trade was indecline. At the same time, colonial governments beganto demand that Native Americans follow English lawsand customs. Such demands angered NativeAmericans, who felt that the English were trying todestroy their way of life.

Tensions peaked in 1675 when Plymouth Colonyarrested, tried, and executed three Wampanoag for amurder. Angry and frustrated, Wampanoag warriorsattacked the town of Swansea. This marked the begin-ning of what came to be called King Philip’s War, afterthe Wampanoag leader Metacomet, whom the settlerscalled King Philip. Metacomet was killed in 1676, butfighting continued in Maine and New Hampshire. Thewar, which the settlers won in 1678, was a turningpoint. Afterward, few Native Americans remained inNew England, and those who survived were scattered.New England now belonged to the English settlers.

Analyzing In what way was KingPhilip’s War a turning point for Native Americans and settlers inNew England?

Reading Check

Reading Check

Reading Check



Checking for Understanding1. Define: Separatist, Pilgrim, heretic.2. Identify: William Bradford, Squanto,

John Winthrop, Massachusetts BayCompany, Great Migration, RogerWilliams, Anne Hutchinson.

3. Explain Why was John Winthrop con-cerned about the ideas of RogerWilliams?

Reviewing Themes4. Culture and Traditions How did

Thomas Hooker’s beliefs promote theidea of separation of church and state?

Critical Thinking 5. Comparing In what ways were the

causes and effects of the Pequot Warand King Philip’s War similar?

6. Categorizing Use a graphic organizersimilar to the one below to list the NewEngland Colonies and the reasons fortheir founding.

Analyzing Visuals7. Analyzing Art Study the painting of

the signing of the Mayflower Compacton page 67. Why did the Pilgrims feel it was necessary to create their own government?

Colony Reasons Founded 8. Descriptive Writing Imagine you are aPilgrim in Plymouth Colony. Write a let-ter to your friends in Europe describingyour first few weeks in the new land.Explain what you hope your life will belike here.

21

COS Gr.10:2

72

1 FOCUSSection OverviewThis section discusses the resur-gence in English colonizationfollowing the English Civil Warand the growth of the Middleand Southern Colonies.



Interpreting a Chart


Copyright © by The McGraw-Hill Companies, Inc. ANSWER: DTeacher Tip: Explain to students that colony proprietorsused many enticements to lure potential settlers to theAmericas. Students should read the chart carefully to findthe information they need to answer the question.

UNIT

1Chapter 2

GROWING THE COLONIES

COLONY

New York(formerly New Amsterdam)

New Jersey

Pennsylvania

North and South Carolina

Georgia

SETTLERS•Dutch•Enslaved Africans

•English (mostly Puritans)

•English Quakers•Germans•Scots-Irish

•Farmers from Virginia•English farmers

•English •Swissprisoners • Italians

•Scots •Portuguese•Welsh•Germans

OFFERS•Anyone from any

country could buyland

•Generous land grants•Religious freedom•Right to have a

legislative assembly

•Guarantee of religiousfreedom

•All colonists had right to elect assembly

•All Christian landowners could vote

• Generous land grants

•Limited land grants •No slavery•No rum or brandy•All settlers had right to

elect assembly

Directions: Answer the followingquestion based on the chart.

What kind of offer didcolony proprietors use mostfrequently to attract newsettlers?

A religious freedom

B alcohol-free settlements

C free transportation

D generous land grants



Answers to Graphic: The proprietorsof the Middle and Southern Coloniesattracted people to settle in thecolonies by offering generous landgrants, religious freedom, and theright to elect a legislative assembly.

Preteaching VocabularyHave students make a two-columnlist. Instruct them to write the KeyTerms and Names in the left columnand in the right column write thename of the colony most closelyassociated with the term or name.


Reproducible Masters• Reproducible Lesson Plan 2–4• Daily Lecture and Discussion Notes 2–4• Guided Reading Activity 2–4• Section Quiz 2–4• Reading Essentials and Study Guide 2–4• Performance Assessment Activities and

Rubrics

Transparencies• Daily Focus Skills Transparency 2–4• American Art & Architecture

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROMTeacherWorks™ CD-ROMAudio Program

1

1642English Civil Warbegins


✦1725

On August 26, 1664, an English fleet arrived near the Dutch town of New Amsterdam. Its commandersent a note to Governor Peter Stuyvesant of New Netherland, demanding that the town surrender.Stuyvesant bellowed that he would rather “be carried out dead in his coffin.” Badly outnumbered,however, leading Dutch citizens petitioned the governor to surrender:

“We, your sorrowful community and subjects, [believe] that we cannot conscientiously foresee that anything else is to be expected . . . than misery, sorrow, conflagration, the dishonor ofwomen . . . and, in a word, the absolute ruin and destruction of about fifteen hundred innocent souls,only two hundred and fifty of whom are capable of bearing arms. . . .”Two days later, Stuyvesant watched two English warships approach. Beside him stood a gunner,ready to fire. The minister at New Amsterdam talked urgently to the governor, then led him away. OnSeptember 8, the Dutch surrendered, and New Amsterdam became New York.

—adapted from A New World and Colonial New York

The Middle andSouthern Colonies

Main IdeaAfter the English Civil War, economic,strategic, and religious factors led to thefounding of seven new English coloniesalong the Atlantic seaboard.

Key Terms and NamesEnglish Civil War, Oliver Cromwell,Maryland Toleration Act, Restoration,Henry Hudson, William Penn, pacifism,James Oglethorpe

Reading StrategyOrganizing As you read about the colo-nization of the Middle and SouthernColonies, complete a graphic organizersimilar to the one below by listing waysthat proprietors attracted people to settlein the colonies.

Reading Objectives• Discuss the ideas of William Penn and

the Quakers, and describe the foundingof Pennsylvania and Delaware.

• Summarize why the English coloniessucceeded.

Section ThemeGlobal Connections After the EnglishCivil War, England resumed colonizingAmerica, eventually establishing sevennew colonies.

✦1650 ✦1700

1660English monarchyrestored

1664English capture NewAmsterdam

1681William Penn receivescharter for Pennsylvania

1733First English settlersarrive in Georgia

Ways toAttract Settlers

The English Civil War and the Colonies The fall of New Amsterdam and the founding of New York in 1664 marked the begin-

ning of a new wave of English colonization. For more than 20 years, no new Englishcolonies had been founded in America because the struggle between the Puritans andthe English king had finally led to war.

✦1675

73


2 TEACHDaily Lecture and Discussion Notes 2–4

I. The English Civil War and the Colonies (pages 72–73)

A. Conflicts between Charles I and the English Parliament intensified when the king senttroops into Parliament to arrest several Puritan leaders. Parliament, with mostlyPuritan members, then organized its own army, and the English Civil War began. TheParliament’s army defeated and captured the king in 1646. Oliver Cromwell, the head



Did You Know? Quakers were members of the religious groupknown as the Society of Friends. The group grew into an importantforce in England in large part through the preachings of GeorgeFox. The term Quaker was originally meant as an insult to Fox, whohad told a judge to “tremble at the name of the Lord.” In response,the judge called Fox a quaker.


History

Background: In the conflict, bothsides had popular names. TheParliamentary supporters were calledRoundheads due to their severe hair-cuts. Loyalists were called Cavaliers,from the French word for knight,chevalier.Answer: possible answers: dark,somber clothing, plain white collar,simple hairstyle

Answer: The English Civil War beganin 1642 when King Charles I senttroops into Parliament to arrest sev-eral Puritan leaders. In response, thePuritan-dominated Parliament organ-ized its own army and fightingensued.

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYDesigning a Flag Have students work in small groups to design a flag for one of the coloniesmentioned in this section. Have students prepare a drawing of their flag and determine the actualdimensions for the flag. Then have the groups prepare a brief written explanation of the colors andsymbols used in the flag. Display the flags and explanations around the class.

Use the rubric for a cooperative group management plan on pages 81–82 in the PerformanceAssessment Activities and Rubrics.

AHSGE: pages 72–73: I-1CCOS: page 72: Gr.10:1, 2;

page 73: Gr.10:1A, 2C


1 2

The English Civil War began in 1642, when KingCharles I sent troops into the English Parliament toarrest several Puritan leaders. Parliament, which wasdominated by Puritans, responded by organizing itsown army, and a civil war began. In 1646Parliament’s army defeated the king’s troops andcaptured King Charles. Two and a half years later, aParliamentary court tried King Charles and con-demned him to death. Oliver Cromwell, the com-mander of Parliament’s army, then dissolvedParliament and seized power, giving himself the title“Lord Protector of England.”

The Colonies Choose Sides Once the EnglishCivil War began, England’s colonies had to decidewhether to support the king or Parliament. InVirginia, the governor and the House of Burgessessupported the king until 1652, when a fleet sent byParliament forced them to change sides.

Across Chesapeake Bay from Virginia, Marylandexperienced its own civil war. Lord Baltimore,Maryland’s proprietor, had supported the kingagainst Parliament, as had Maryland’s governor. In1644 Protestants in Maryland rebelled. To calmthings down, Lord Baltimore appointed a Protestantas governor and introduced the Maryland TolerationAct in 1649. The act granted religious toleration to allChristians in Maryland and was intended to protectthe Catholic minority from the Protestants.

In New England, the English Civil War was a timefor rejoicing. The Puritan colonies backedParliament, and their populations fell as settlersheaded home to fight in the war.

Colonization Resumes After nearly 20 years of tur-moil, England’s leaders longed for stability. WhenCromwell died in 1658, no strong leader stepped for-ward to replace him. England’s leaders decided torestore the monarchy that had been abruptly endedwith the execution of King Charles I. In the spring of1660, Parliament invited Charles’s son, Charles II, totake the throne. This became known as theRestoration.

With the king back on the throne, a new round ofcolonization began in America. From this point for-ward, the English government took the lead in pro-moting colonization. Colonies were no longer seen asrisky business ventures. English leaders now viewedthem as vital sources of raw materials and as marketsfor manufactured goods.

Examining What started the EnglishCivil War?

New NetherlandBecomes New York

As King Charles II and his advisers studied the sit-uation in North America, two regions attracted theirinterest. The first region was south of Virginia, andthe second was located between Maryland andConnecticut. Taking control of the latter area wouldlink Virginia and Maryland to New England.Unfortunately, the Dutch had already claimed muchof that land. If the English wanted the region, theywould have to take it from the Dutch.

The History of New Netherland In 1609 the DutchEast India Company hired an English navigatornamed Henry Hudson to find a route through NorthAmerica to the Pacific. Hudson found a wide river,today known as the Hudson River. His report con-vinced many Dutch merchants that the HudsonRiver valley was rich in fur-bearing animals. Theyclaimed the region, calling it New Netherland, andthey established fur-trading posts there in 1614.

The Dutch located their major settlement, NewAmsterdam, on Manhattan Island. According to tra-dition, the Dutch bought Manhattan Island from thelocal people for 60 florins (about 24 dollars) worth ofgoods. As in New France, the emphasis on the furtrade kept the Dutch colony from growing quickly.As late as 1646, New Netherland had only 1,500people, compared to 25,000 in New England.

Reading Check

Puritan General Oliver Cromwell directed Parliament’s troops in theEnglish Civil War. What in his appearance suggests that he was a Puritan?


History

74



Name Date Class

DIRECTIONS: Outlining Read the section and complete the outline below. Refer to your text-book to fill in the blanks.

I. The English Civil War and the Colonies

A. The began in 1642 when King Charles I sent troops into the

English Parliament to arrest several leaders.

B. , the commander of Parliament’s army, dissolved Parliament

and seized power, giving himself the title of Lord Protector of England.

C. The granted religious toleration to all Christians in the colony

and was intended to protect the Catholic minority from the Protestants.

D. During the Restoration era, English leaders began to view the American colonies as

vital sources of and as .

II. New Netherland Becomes New York

A. The goal of Henry Hudson was to find a route through to


Answer: He wanted to seize NewNetherland in order to link theEnglish colonies of Virginia andMaryland to New England.

Answer: cloth and other goodsAsk: How did Penn’s Quaker beliefsaffect the structure of Pennsylvania?(Possible answers include politicalfreedom which led to a directlyelected legislature and less restrictivesuffrage requirements; religious free-dom which led to no state-mandatedreligion; opposition to violence andrespect for individuals which was thebasis of friendly relations with NativeAmericans.)

History Through Art

Yankees The word “Yankees” may origi-nate from the tense relations between theEnglish settlers in Connecticut and theDutch settlers in New Netherland. Somescholars think that the Dutch insulted theEnglish by calling them “Jan Kaese” or“John Cheese” and the nickname stuck.

DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTIONReading Support Divide the textbook section into smaller parts using the headings in the text.Organize the class in small groups and assign one of the parts to each group. Have the groupsread the part and prepare a short reenactment of the events described. Have the groups presenttheir reenactments to the rest of the class. L2


L1/ELL

1

To increase the colony’s size, the Dutch allowedanyone to buy land in the colony. Soon settlers frommany countries began to move to New Netherland.By 1664 the colony had over 10,000 people. Settlerscame from France, Germany, Poland, Spain, Italy,and other parts of Europe. A group of PortugueseJews moved to New Amsterdam and founded one ofthe first synagogues in North America.

The need for labor brought unwilling immigrantsto the colony as well, when Dutch merchants enteredthe slave trade. The first enslaved Africans arrived inNew Netherland in the 1620s. By 1664 Africans madeup 10 percent of the population.

New York and New Jersey By the time KingCharles II took the throne in 1660, the Dutch con-trolled a large portion of the fur trade. They alsohad begun helping English colonists smuggletobacco to Europe and illegally import Europeanproducts. In 1664 King Charles decided that thetime had come to seize New Netherland. In March,Charles granted all the land from Delaware Bay tothe Connecticut River to his brother James, theDuke of York. James was lord high admiral for the

king, and he quickly dispatched four warships toseize New Netherland from the Dutch.

After seizing New Netherland, now named NewYork, James granted a large portion of his land to twoof the king’s closest advisers, Sir George Carteret andLord John Berkeley. James named the new colonyNew Jersey, in honor of Sir George Carteret, who wasfrom the island of Jersey. To attract settlers, the pro-prietors offered generous land grants, religious free-dom, and the right to elect a legislative assembly.These terms convinced a large number of settlers,many of them Puritans, to head to New Jersey.

Summarizing Why did KingCharles II want to seize New Netherland from the Dutch?

Pennsylvania and DelawareAdmiral William Penn was another close friend of

King Charles. Penn had loaned ships and money toKing Charles but died before the king could pay backthe money he owed him.

Admiral Penn’s son, who was also named WilliamPenn, inherited his father’s estate, including the

Reading Check


The Beginnings of Pennsylvania WilliamPenn began his colony by signing a treaty withNative Americans who lived in the region. Pennalso granted parts of his land to other settlers,as seen in this formal land deed (right). In thepainting, what are the colonists giving theNative Americans in return for their land?

History Through Art

75


Answers:1. Delaware, Pennsylvania, New

Jersey, New York

2. Vermont

Geography Skills PracticeAsk: What was New York Citycalled in 1626? (New Amsterdam)

Writing a Report Have studentswrite a two-page report aboutDutch colonization of America.Encourage students to uselibrary and Internet resources fortheir research. Tell students thatthe report should include at leastone table, chart, graph, or othervisual representation that sup-ports the text of the report. L2

HISTORY

Objectives and answers to the student activity can be found in the Web Activity Lesson Plan at tav.glencoe.com.

American Art & Architecture:Penn’s Treaty With the Indians


1

AHSGE I-1C; COS Gr.10:1A

AHSGE: pages 74–75: I-1CCOS: page 74: Gr.10:1C;

page 75: Gr.10:1A, 1C, 2


READING THE TEXT

Rewriting When students rewrite information, it helps them understand and internalize it. Havestudents use library and Internet resources to locate the original text of the Mayflower Compact.Have students rewrite the document in their own words, using correct spelling, punctuation, andgrammar. L1


money the king owed his father. In 1680 William Pennpetitioned the king for a grant of land between NewYork and Maryland to settle the debt. The request putthe king in a dilemma. Although granting a colonywas a cheap way to pay off the debt, the young manbelonged to a religious group Charles had banned andpersecuted. William Penn was a Quaker.

The Quakers Quakers believed that everyone hadtheir own “inner light” from God. There was no needfor a church or ministers. Even the Bible had lessauthority than a person’s inner light. Quakersobjected to all political and religious authority,including forcing people to pay taxes or serve in themilitary. They advocated pacificism—opposition towar or violence as a means to settle disputes.

Quaker beliefs put them into conflict with the gov-ernment as well as other religions. To escape opposi-tion, many Quakers fled to America, but they werepersecuted in almost every colony. This convincedthe Quakers that they needed their own colony, butthey probably would never have been granted onehad it not been for William Penn.

The “Holy Experiment” William Penn was one ofthe few wealthy Quakers and a good friend of KingCharles. Penn became involved in Quaker attempts tocreate a colony in the 1670s, when he and otherQuakers bought New Jersey from Berkeley andCarteret. Many Quakers moved to New Jersey, butPenn did not think it was the best solution since thePuritan settlers there were hostile to Quakers. In 1680Penn asked King Charles for his own colony across theDelaware River from New Jersey. Charles agreed butinsisted that the new colony be called Pennsylvania(or Penn’s Woods) in honor of William Penn’s father.

Penn regarded Pennsylvania as a “holy experi-ment” where complete political and religious free-dom would be practiced. He also believed thatNative Americans had been treated unjustly in othercolonies, and he resolved to win the friendship ofthose who lived in Pennsylvania.

In late 1682, Penn made good on his word when hesigned the Treaty of Shackamaxon, in which theLenni Lenape, a Native American group, ceded landto the colonists. The treaty marked the beginning ofover 70 years of peace in Pennsylvania between theEuropean settlers and the Native Americans. On theland ceded by the Lenni Lenape, Penn built the capi-tal of his new colony and named it Philadelphia, or“the city of brotherly love.”

Penn also prepared a constitution, or “frame of gov-ernment,” for his colony. His initial constitution

allowed anyone who owned land or paid taxes tovote, but it was confusing in structure. After severalconfrontations with settlers over the government’sstructure, Penn issued a new charter establishing alegislative assembly elected directly by the voters. Theproprietor appointed the governor. The charter gavethe right to vote to all colonists who owned 50 acres ofland and professed a faith in Jesus Christ. Despite thisexample of discrimination against non-Christians, thecharter guaranteed all Pennsylvanians the right topractice their religion with-out interference.

Penn also made land read-ily available to settlers, apractice that attracted thou-sands of colonists. Manywere English Quakers, butlarge numbers of Germansand Scots-Irish migrated tothe colony as well. By 1684Pennsylvania had over 7,000colonists, and by 1700Philadelphia rivaled Bostonand New York City as a cen-ter for trade and commerce.

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Lake Ontario

LakeErie

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N.J.

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MASS.

R.I.

N.H.

Wilmington, 1638Philadelphia, 1682

Albany, 1624

New York City(New Amsterdam),1626Trenton, 1679

Area claimedby New York

and NewHampshire

Student WebActivity Visit theAmerican Vision Website at tav.glencoe.comand click on StudentWeb Activities—Chapter 2 for an activity on the foundingof Pennsylvania.

HISTORY


The Middle Colonies, c. 1700

1. Interpreting Maps What four colonies made up theMiddle Colonies?

2. Applying Geography Skills The area claimed by NewYork and New Hampshire became which state?

COS Gr.10:2



76


Answer: Unlike other Englishcolonies, Pennsylvania would allowsettlers complete political and reli-gious freedom. William Penn alsoresolved to win the friendship of theNative Americans who lived inPennsylvania.

Answers:1. Georgia, South Carolina, North

Carolina, Virginia, Maryland

2. Appalachian Mountains

Geography Skills PracticeAsk: What was the southernboundary of these colonies?(Altamaha River)






THE MIDDLE AND SOUTHERN COLONIES

KEY TERMS AND NAMES

English Civil War a war between the armies of the English Parliament and those of the EnglishKing (page 73)

Oliver Cromwell commander of Parliament’s army who seized power in England (page 73)

Maryland Toleration Act the act that granted religious toleration to all Christians in Maryland(page 73)

Restoration the return of Charles II to the English throne (page 73)

Henry Hudson English navigator who explored the Hudson River valley for the Dutch in 1609(page 73)

William Penn a Quaker who founded the colony of Pennsylvania (page 74)

Name Date Class

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYAnalyzing Have students write an editorial supporting James Oglethorpe’s point of view withregard to imprisonment of debtors. Encourage students to look at editorials in newspapers to seeexamples of editorials that support a point of view. L2

L1/ELL

1

In 1682, as Penn began to build his colony, he boughtthree counties south of Pennsylvania from the Duke ofYork. These “lower counties” later became the colonyof Delaware.

Evaluating Why did William Pennregard Pennsylvania as a “holy experiment”?

New Southern ColoniesKing Charles and his advisers were very inter-

ested in the land south of Virginia. The year before hegranted New York to his brother James, Charles IIawarded a vast territory south of Virginia to eightother friends and political allies. The land wasnamed Carolina, from the Latin version of “Charles.”

North Carolina From the beginning, Carolinadeveloped as two separate regions. North Carolinawas home to a small and scattered population. Mostof the settlers were farmers who began drifting intothe region from Virginia in the 1650s.

North Carolina did not have a good harbor, andthe coastline, protected by the Outer Banks, was veryhard for ships to reach. As a result, the colony grewvery slowly, and by 1700 only 3,000 people lived inthe region. Eventually North Carolina farmers begangrowing tobacco. They also began to export navalsupplies such as tar, pitch, and turpentine.

South Carolina The proprietors who had beengranted Carolina were never interested in the north-ern part of the colony. South Carolina, on the otherhand, was believed to be suitable for growing sugar-cane. The first settlers arrived in South Carolina in1670. They named their settlement Charles Town(today called Charleston), after King Charles.

Sugarcane, it turned out, did not grow well in thisregion. The first product South Carolina exported inlarge quantity was deerskin, which had become pop-ular for leather in England. The colony also began tocapture Native Americans and ship them to theCaribbean, where the demand for enslaved workerswas high.

The Georgia Experiment In the 1720s, GeneralJames Oglethorpe, a wealthy member of Parliament,was appalled to find that many people in Englandwere in prison simply because they could not paytheir debts. He asked King George II for a colonysouth of Carolina where the poor could start over.

The English government saw advantages to a newsouthern colony. It might help England’s poor, and itwould provide a strategic buffer between SouthCarolina and Spanish Florida. King George grantedOglethorpe and 19 other trustees permission in 1732to settle a region between the Savannah andAltamaha Rivers. The new colony was namedGeorgia, in honor of the king. Oglethorpe led the firstsettlers to the mouth of the Savannah River in 1733.

The Georgia trustees banned slavery, rum, andbrandy in the new colony and limited land grants to500 acres. The colony attracted settlers from all overEurope, including Scots, Welsh, Germans, Swiss,Italians, and a few Portuguese Jews.

Increasingly the settlers objected to the colony’srules. In the 1740s, the trustees lifted restrictions onbrandy, rum, and slavery; in 1750 they granted thesettlers an elected assembly. In 1751 Georgia becamea royal colony.

Reading Check

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AtlanticOcean

VA.

N.C.

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GA.

MD.DEL.

N.J.PENN.

Savannah, 1733

Charles Town, 1670

Georgetown, 1665

Wilmington,1730

Norfolk,1682

Williamsburg, 1633

Richmond, 1645

Baltimore, 1729

The Southern Colonies, c. 1733

1. Interpreting Maps What five colonies made up theSouthern Colonies?

2. Applying Geography Skills What natural barrier servedas the western border of the Southern Colonies?

AHSGE: pages 76–77: I-1CCOS: pages 76–77: Gr.10:1A, 2


77


Section Quiz 2–4


Column A

1. opposition to war or violence as a means to settle disputes

2. when Parliament invited King Charles’s son, Charles II, totake the throne

3. began when troops arrested several Puritan leaders in theEnglish Parliament

4. wealthy member of Parliament who founded Georgia

5. Quaker who founded Pennsylvania

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of the choice thatbest completes the statement or answers the question. (10 points each)


★ ScoreChapter 2

Section Quiz 2-4

Column B

A. Restoration

B. William Penn

C. Pacificism

D. General JamesOglethorpe

E. English Civil War

Answer:1. The French colonies focused

solely on exporting furs.

2. the English colonies

Chart Skills PracticeAsk: Which colonies had thestrongest links to their sponsoringcountry? (Spanish colonies)

Answer: South Carolina: to growsugar cane; Georgia: as a bufferagainst Spain

ReteachAsk students to identify theseven new colonies establishedafter the English Civil War.

EnrichHave students prepare a two-minute oral presentation aboutone of the colonies mentioned inthis section.

4 CLOSEAsk students to explain the sig-nificance of the English CivilWar with regard to the coloniza-tion of America.

1. Terms are in blue.2. English Civil War (p. 73), Maryland

Toleration Act (p. 73), Restoration(p. 73), William Penn (p. 74),James Oglethorpe (p. 76)

3. because the colonies were valu-able sources of raw materials andmarkets for manufactured goods

4. The English Civil War disrupted thefounding of new colonies forapproximately 20 years.

5. Students’ organizers shouldinclude all of the colonies dis-cussed in the section and listimportant reasons.

6. During the English Civil War, theking was put to death, thenParliament was dissolved.Cromwell then seized power.

7. Editorials should express opinionsthat reflect favorably on NewJersey.

L2

England’s American Colonies By 1775 England’scolonies in North America were home to a growingpopulation of roughly 2.5 million people. Despite thestumbling start in Jamestown, the English had suc-ceeded in building a large and prosperous society onthe east coast of North America. England’s success,however, proved to be its own undoing. The Englishgovernment had permitted new patterns of land own-ership, new types of worship, and new kinds of gov-ernment in its colonies. Once established, however,these practices became fixed principles. The colonists

became used to self-government and gradually cameto think of it as their right. Inadvertently, the Englishgovernment had planted the seeds of rebellion andlaid the foundation for what would eventuallybecome the United States of America.

Explaining Why were SouthCarolina and Georgia settled?

Reading Check



Checking for Understanding1. Define: pacifism.2. Identify: English Civil War, Maryland

Toleration Act, Restoration, WilliamPenn, James Oglethorpe.

Reviewing Themes3. Global Connections After the

Restoration, why did the English government openly work to promoteadditional colonization in NorthAmerica?

Critical Thinking 4. Analyzing How did the English Civil War

affect the English colonies in America?5. Categorizing Use a graphic organizer

similar to the one below to list the rea-sons the colonies discussed in this sec-tion were founded.

Analyzing Visuals6. Analyzing Art Study the painting of

Oliver Cromwell on page 73. Whatevents led to Cromwell’s rise to powerin England?

7. Persuasive Writing Imagine that youhave been hired by the proprietors ofNew Jersey to persuade settlers tocome there. Write an editorial for anewspaper in England to convince people to settle in New Jersey.

Comparing European Colonies in the Americas, c. 1700

1490s–early 1500s

English

Colony PopulationEarly Settlement Areas WhereConcentrated

Political and EconomicOrganization

EconomicFocus

Spanish

French

Between 5–7million(includingconqueredNativeAmericans)

Mexico, Florida, Texas,Central America, the Caribbean, California, New Mexico, north and west coast of South America

Governors withstrong links to Spain;large bureaucracy;encomiendas andhaciendas

Gold, silvermining;ranching

1490s–early explorers;early 1600s–permanentsettlements

250,000 Eastern seaboard ofNorth America

Governors with weaklinks to English Crown;elected assemblies; small farms; plantations;private merchants

Trade andfarming

1535–early explorers;1670s–permanentsettlements

15,000 St. Lawrence River;Louisiana territory;outposts on GreatLakes and Mississippi River

Strong governors;large estates

Exporting furs

Colony Reasons Founded

New York

New Jersey

Pennsylvania

1. Interpreting Charts Which set of colonies had thenarrowest economic focus? Explain.

2. Making Inferences Which set of colonies seemedbest equipped to settle the Americas most effectively?

1 2

N O T E B O O K

TEACHVerbatimHave students review the quotesin the Verbatim section and dis-cuss each item as it relates to thepeople and themes found intheir textbooks. Have studentsresearch a current social issue.Have them create a list of quota-tions about the issue along witha brief statement explaining thequote, identifying the personquoted, and how the quoterelates to the issue. Ask studentsto share their lists in a class discussion.

ProfileHave students use library andInternet resources to identify thepossible meaning of the lettersCRO. Also have students iden-tify the sign that John White hadinstructed the colonists to leaveif they were being forciblyremoved from the colony. Havestudents write a one-page sum-mary of their research.

Visit the Web site atwww.time.com for up-to-datenews, weekly magazine articles,editorials, online polls, and anarchive of past magazine andWeb articles.

78

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYWriting an Editorial Organize the class into small groups. Have each group research a law or ordi-nance in their local community with which they disagree. Have students learn why the law or ordi-nance was passed and who are its proponents and opponents. Then have the groups write aneditorial to persuade lawmakers to change the law or ordinance. Encourage students to use infor-mation from their research in making their arguments. Have the groups present their letters to theclass and have the class decide which letters should be sent to the local newspaper for possiblepublication.

Use the rubric for a cooperative group management plan on pages 81–82 in the PerformanceAssessment Activities and Rubrics.

N O T E B O O K

V E R B A T I MV E R B A T I M

ProfileProfile

“First, make thy will.”ANONYMOUS,opening of an “official” guide

to voyagers to the Americasin the late sixteenth century

“If I had thought you wouldinsult my gods, I would not haveshown them to you.”AZTEC RULER MONTEZUMA

TO CORTÉS, after the Spanish erected a cross in one of his temples

“[We] were entertained with alllove and kindness, and with asmuch bounty, after their manner,as they could possibly devise. We found the people most gentle,loving and faithful, void of allguile and treason, and such aslived after the manner of theGolden Age.”COMMANDER ARTHUR BARLOW,

describing the people of Roanoke Island

“Once it happened that [theSpaniards] used 800 of theIndians instead of a team to drawtheir carriages, as if they hadbeen mere beasts.”BARTOLOMÉ DE LAS CASAS,

Spanish landowner and priest whoargued against slavery and in favor of

fairness for Native Americans in hisbook, The Tears of the Indians

“Forced worship stinks in God’snostrils.” ROGER WILLIAMS,

founder of Rhode Island, 1638

JAMESTOWN, 1619. All colonists are required to attend two divine services everySunday, and they must bring along “their pieces, swords, powder and shot.”

PLYMOUTH, MASSACHUSETTS, 1639. The General Court of Massachusetts prohibitsthe drinking of toasts. “The common custom of drinking to one another is a mere useless ceremony and draweth on the abominable practice of drinking healths.”

NEW AMSTERDAM, 1658. Governor Peter Stuyvesant has prohibited tennis duringthe time of divine services.

JOHN WHITE, leader of the English settlers at Roanoke Island, returnedto England for supplies in the colony’s first year, leaving his familybehind. With the war against Spain being fought at home, it was threeyears before he found passage back to Virginia. His ship was caught ina Nor’easter trying to reach the shore.

At daybreak, we landed and we . . . proceeded to walk along the shore,rounding the northern part of the island, until we came to the placewhere we left our colony in the year 1586. . . . As we went inshore upthe sandy bank we saw a tree on the brow of a cliff curiously carvedwith the clear Roman letters CRO.

We knew at once that these letters indicated the place to which theplanters had gone. Before I left them we had agreed on a secret token.They were to write or carve on trees or doorposts the name of the placewhere they had settled. . . .

The weather grew fouler and fouler. Our food supply was diminishing,and we had lost our cask of fresh water. We therefore decided to go . . . visit our countrymen in Virginia on the return trip.

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COS: pages 78–79: Gr.10:2


http://www.time.com

N O T E B O O K

79

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTSephardic Jews Sefarad is a Hebrew word meaning Spain. Originally, Sephardic Jews were Jewswho came from Spain and Portugal. Today, however, the Sephardim include most Jews who arenot Ashkenazim. The Ashkenazim are German, Eastern European, and Russian Jews. The largestdifference between these two groups revolves around their traditions and languages. They also usedifferent pronunciation guides for Hebrew.

CLOSEHave students create a list ofactivities that they believeshould be banned today. As stu-dents compare lists, discuss thedifficulty in enforcing certaintypes of bans. For example, howcould you prove someone iseavesdropping?

Portfolio Writing ProjectHave students research the whalingindustry in North America. Based on theirresearch, have students prepare aresearch report that includes at least onegraph, table, chart, or time line.

Comparing and ContrastingHave students compare the pur-pose and structure of theIroquois League with other con-federations or leagues thatformed in the Americas duringthe period of European explo-ration. Have students rate theeffectiveness of each confedera-tion or league researched.

N U M B E R SMilestonesFORMED, 1570. THE IROQUOISLEAGUE, an alliance among the Cayuga, Oneida, Seneca,Mohawk, and Onandage tribes.The goal is to avoid war bysettling differences in tribalcouncils. Ohwichiras, womenheads of families, choose maledelegates to the League.

INTRODUCED, 1630. THE FORK,by John Winthrop, who broughtthe utensil to America in a leathercase with a bodkin (dagger) andknife. Queen Elizabeth made use of the fork popular in Englanddespite the condemnation of the practice by many clergy.

MISSING, 1687. THECONNECTICUT CHARTER, adocument establishing greaterself-governance for the colony. Its principles are opposed by SirEdmund Andros, governor of the Dominion of New England,who demanded the charter be surrendered. When theConnecticut assembly reluctantlydisplayed the document, thecandles mysteriously blew out, and the charter vanished.Informed sources hint it may befound in the hollow of an oak tree.

SET SAIL, 1715. FIRSTWHALING EXPEDITION fromNantucket, Massachusetts.Spurred on by the capture of thefirst sperm whale in 1711, the sixsloops returned home with cargoyielding 600 barrels of oil and11,000 pounds of bone.

CONSECRATED, 1730. FIRSTJEWISH SYNAGOGUE, in NewYork. A group of Sephardic Jews who had fled the Inquisition inPortuguese Brazil established thecongregation in New Amsterdamin 1655.

10 millionSubjects of Montezuma II, the Aztec ruler in 1519

100 Rooms in Montezuma’s palace

100 Baths in Montezuma’s palace

200,000Soldiers in Montezuma’s army

550 Soldiers in the army of Hernán Cortés

1 yearElapsed time between Cortés’sarrival in Mexico and hisconquest of the Aztec

25.2 millionEstimated population of Mexico in 1518

N U M B E R S

Banned in BostonAmong the crimes for which colonists were punished in 1655 and 1656 were:

eavesdropping pulling hair drinking

scolding profane dancing tobacco smoking

neglect of work uncharitableness playing cards

meddling bad grinding at a mill delivering naughty speeches

pushing one’s wife

C O L O N I Z I N G A M E R I C A : 1 5 1 9 – 1 7 3 2

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Montezuma


COS Gr.10:1

CHAPTER 2Assessment and Activities

Reviewing Key TermsStudents’ answers will vary. The pageswhere the words appear in the text areshown in parentheses.

1. conquistador (p. 53)

2. presidio (p. 54)

3. hidalgo (p. 54)

4. encomienda (p. 54)

5. hacienda (p. 55)

6. vaquero (p. 55)

7. Northwest Passage (p. 55)

8. coureurs de bois (p. 56)

9. Puritan (p. 60)

10. joint-stock company (p. 61)

11. privateer (p. 61)

12. burgesses (p. 63)

13. headright (p. 64)

14. proprietary colony (p. 64)

15. Separatist (p. 66)

16. Pilgrim (p. 67)

17. heretic (p. 69)

18. pacifism (p. 75)

Reviewing Key Facts19. Francisco Pizarro (p. 53), John Cabot

(p. 58), Walter Raleigh (p. 61),William Bradford (p. 67), Squanto(p. 67), John Winthrop (p. 67),Roger Williams (p. 69), AnneHutchinson (p. 69), Oliver Cromwell(p. 73), Henry Hudson (p. 73),William Penn (p. 74), JamesOglethorpe (p. 76)

20. Their technologically superiorweapons gave the Spanish theadvantage they needed to defeat theAztec and the Inca.

21. Social class in Spanish colonial society was determined by place ofbirth, income, and education.

22. The Council of the Indies was created to help the kingof Spain govern his vast empire.

23. Bartolomé de Las Casas raised European awareness ofthe mistreatment of Native Americans and intercededwith the pope and the king of Spain on behalf of theNative Americans.

24. Rather than force the Native Americans to change theirculture, the French lived and worked among them,learning the language and culture; some of theFrenchmen married Native American women.

25. Joint-stock companies pooled the money of multipleinvestors in order to raise large sums of money forlarge projects. This meant that English merchants couldafford to trade with and colonize other parts of theworld without government financing.

26. Tobacco provided Jamestown with a cash crop, ensur-ing the colony’s value to England.

27. Roger Williams left Massachusetts because he believedthe Puritans were corrupting themselves by continuingto be part of the Anglican Church.80

MindJogger VideoquizUse the MindJogger Videoquiz toreview Chapter 2 content.

Available in VHS

Reviewing Key Facts19. Identify: Francisco Pizarro, John Cabot, Walter Raleigh,

William Bradford, Squanto, John Winthrop, Roger Williams,Anne Hutchinson, Oliver Cromwell, Henry Hudson, WilliamPenn, James Oglethorpe.

20. Why were the Spanish able to defeat the Aztec and the Inca?

21. What factors determined social class in the Spanish colonies?

22. What was the purpose of the Council of the Indies?

23. What role did Bartolomé de Las Casas play in reformingSpain’s policies toward Native Americans?

24. How did the French treat the Native Americans?

25. How did joint-stock companies help colonize North America?

26. How did tobacco save the Jamestown colony?

27. What caused Roger Williams to leave Massachusetts andfound the town of Providence?

28. Why was Georgia founded?

Critical Thinking29. Analyzing Themes: Cultures and Traditions How did the

relationships between Native Americans and the Spanish dif-fer from those between Native Americans and the French?

30. Evaluating How were England’s royal colonies and propri-etary colonies governed?

31. Identifying Cause and Effect How did the English Civil Waraffect the English colonies in North America?

Reviewing Key TermsOn a sheet of paper, use each of these terms in a sentence.

1. conquistador

2. presidio

3. hidalgo

4. encomienda

5. hacienda

6. vaquero

7. Northwest Passage

8. coureurs de bois

9. Puritan

10. joint-stock company

11. privateer

12. burgesses

13. headright

14. proprietary colony

15. Separatist

16. Pilgrim

17. heretic

18. pacifism

• Established to gain wealth and spread Christianity and European culture

• Structured society based on birth, income, and education

• Economy dominated by mining and ranching

Spanish Colonies

• Established as places to earn profits and to practice religion freely

• Provided a place for the poor to start a new life• Offered right to elect legislative assembly• Used as sources of raw materials and

markets for British goods

British ColoniesFrench Colonies• Established to expand fur trade• Colonization effort grew slowly• Population of New France increased by

promotion of immigration• Enslaved Africans imported to work

plantations in Louisiana

• Founded to make money in fur trade• Settlers from many countries populated

New Netherland• Need for laborers led to Dutch involvement

in slave trade• Territory eventually surrendered to Britain

Dutch Colonies


CHAPTER 2Assessment and Activities

81

Practicing Skills33. a. southwest; b. 45,000

Chapter Activity34. Students’ plans will vary but should

be based on the primary source.

Writing Activity35. Students’ answers will vary but

should include an identification of thedifferent social or political reasons aparticular colony was founded and acorrelation with the letter’s author.

Geography and History36. a. New England colonies; b. By 1700

most colonies had settled alongrivers or harbors.

28. Georgia was founded as a way to reduce the prisonpopulation in England by allowing debtors to startover.

Critical Thinking29. The relationship between Native Americans and the

Spanish was antagonistic while the relationshipbetween the Native Americans and the French wascooperative.

30. The king governed the royal colonies and the ownersof proprietary colonies governed their own colonies.

31. The English Civil War forced the colonies to choosesides between the king and Parliament. The war limit-ed trade and all but stopped the immigration of newsettlers. The end of the war and the Restorationbrought renewed efforts to colonize America.

32. Reasons for English colonial settlement in NorthAmerica include: pursuing of religious freedom; pro-viding debtors with a place to start over; searching forwealth; finding raw materials; and developing marketsfor manufactured goods.

StandardizedTest Practice

Answer: BTest-Taking Tip: Since the questionasks for the true statement, havestudents identify and eliminate anyanswers that they know are false.For example, the primary source ofincome for Jamestown was tobacco,but there is no evidence that thePilgrims grew tobacco. Therefore,students can rule out C.

HISTORY

Have students visit the Web site attav.glencoe.com to review Chapter 2and take the Self-Check Quiz.

32. Categorizing Use a graphic organizer like this one to list thereasons for English colonization in North America.

Practicing Skills33. Understanding the Parts of a Map Study the map of the

Great Migration on page 68. Then use the skills described onthat page to answer the following questions.a. In what directions did English Puritans travel when they

migrated to New England and to the Bahamas?

b. Using the map labels, estimate the total number ofPuritan immigrants to the New World between the 1620sand the 1640s.

Chapter Activity34. American History Primary Source Document Library

CD-ROM Read “The German Settlements in Pennsylvania”by Francis D. Pastorius, under Colonial America. Work with asmall group of your classmates to draw a plan of German-town based on Pastorius’s description.

Writing Activity35. Descriptive Writing The English colonies were founded for

various reasons. New governments in each of these coloniesoffered incentives to new settlers. Pretend you have decidedto move from England to America. Write a letter to your fam-ily and friends explaining why you have chosen to settle in aparticular colony.

Geography and History36. The map on this page shows English colonial settlements.

Study the map and answer the questions below.a. Interpreting Maps Which colonies had the most

territory by 1660?

b. Applying Geography Skills Along which natural features had most of the colonies settled by 1700?

Reasons forColonization

Self-Check QuizVisit the American Vision Web site at tav.glencoe.comand click on Self-Check Quizzes—Chapter 2 toassess your knowledge of chapter content.

HISTORY

200 kilometers0

200 miles0

Albers Conic Equal-Area Projection

N

S

EW

80°WN

70°W

40°N

APPALACH

IAN

MOUNTA

INS

ATLaNTICOCEaN

Lake Ontario

LakeErie

St. L

awr e

nce

R.

NEWENGLAND

MIDDLECOLONIES

SOUTHERNCOLONIES

NEW FRANCE

ME.(Part of MASS.)

N.H.

MASS.

R.I.CONN.

N.Y.

PA.

MD.

VA.

N.C.

S.C.

GA.

DEL.

N.J.

Portsmouth

BostonPlymouth

ProvidenceHartford

New Haven

New Amsterdam

Philadelphia

Baltimore

Williamsburg

Jamestown

Charles Town

Savannah

Regional Boundary

Settled by 1660

Settled by 1700

City

StandardizedTest Practice

Directions: Choose the best answer to thefollowing question.

Which of the following is true about the early colonies ofJamestown and Plymouth?

A Both colonies were started by people interested in establish-ing a new nation.

B Food shortages caused loss of life in both colonies.

C The primary source of income for both colonies wastobacco.

D Both colonies were started by religious separatists.

Test-Taking Tip: The important word in this question isand. Look for an answer that applies to both colonies. Forexample, while it is true that the Pilgrims founded PlymouthColony for religious reasons, the Jamestown founders wereprimarily looking for gold and adventure.


Settlement of the Colonies,1587–1700

COS: pages 80–81: Gr.10:1A, 2


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