Guthrie Angeles

Mr. Reppun
APUSH @ Iolani
Period 7
Due date: 9/17/10

Part One

1. What were some of the causes of the increasing number of land disputes in the western
areas of the colonies at the end of the colonial period? Provide 2-3 causes.

a. An increase in colonial population had a significant impact on the amount of available

land. The population of colonial America grew significantly during the 18th century.
From 1700 to 1770, the annual growth of the population was about 3 percent each year.
By 1770, the population had grown to 2,150,000. Benjamin Franklin noted that the
population doubled about every 25 years. This high population was causing problems
because of the shrinking supply of available land and therefore led to the land disputes.

b. The Scots-Irish also caused much of the problems concerning the land disputes in
colonial America. The Scots-Irish were seen at the bottom of the colonial hierarchy and
were placed at a disadvantage when trading in England. It was this reason that led to the
mass migration of Scots-Irish to America. However, when they migrated to
Pennsylvania, they settled on the western frontier. Though at first perceived by the Penn
family as a way to separate the colonists from the Indians, the settlement of the Scots-
Irish led to land disputes. Rather than settle on land that were reserved for them, the
Scots-Irish sat on land they felt were the most fertile. From these events came the land
disputes between the Scots-Irish and the Penn Family.

2. What factors caused the Great Awakening? Why was it so pervasive? Provide 2-3
factors.

a. The Great Awakening was caused largely by the growing sense of consumption in the
American colonies in the 18th century. The increase in consumption and the growth of
consumerism in the early 1700s led to a shift in focus from God to material wealth and
goods. This new thinking, combined with the Enlightenment, led to the “deprioritizing”
of God. The Great Awakening was a response to this sudden lack of religion in daily life.
Caused mostly by guilt and aided by influential speakers such as Jonathan Edwards, the
Great Awakening spread through America, reminding the common people to revert to a
time when God still had a key role in everyday life.

b. The Great Awakening was also, in large, a response to the new thinking brought about
by the Enlightenment. The Enlightenment had brought about a new way of controversial
thinking, much of which had to do with the lessening role of God in everyday life. Soon,
people started to have more optimistic views of human nature, not just ideas rooted in the
ideas of the fallen man and sin. However, persuasive puritan and religious freedom roots,
guilt

3. In the period of 1700 to 1750, did society in the northern colonies, middle colonies,
and southern colonies become more alike or grow increasingly different? Explain a yes
response, and a no response.

a. Yes, the society became more united and similar because of the similar cultural roots
they had in England. The growth of the American consumption had much to do with the
fact that the colonies were becoming more and more similar. People in the American
colonies were constantly demanding English goods, which were more popular and up-to-
date at the time. From 1700 to 1770, the American colonies’ imports from Britain
increased 360 percent. This uniform desire to own the same types of materials as those in
England and the rest of the colonies led to a uniform mindset of the people. It was this
common desire for the same goods that made the colonies more similar.

b. No, because while there was a large increase in the number of similar goods imported
to the Americas, each region of colonies still had major differences in the types of goods
that they produced and demanded. A key example of this was the South’s need for slaves
and the North/Middle colonies’ preference towards indentured servants. Another
difference was the types of goods each colony produced. While the North mostly
produced grain, the South mostly produced tobacco. It was these increasing differences
that made the different colonial regions more different.

4. How was Great Britain, with a depleted treasury, able to defeat the French in 1756 to
1763 after having failed to achieve success against them in previous colonial wars?
Provide 2-3 responses.

a. William Pitt was one of the deciding factors that led to the success of the British in the
Seven Years’ War. Pitt, one of the most powerful of King George’s ministers, decided
that to win the national conflicts occurring in Europe, the British would have to fight its
war in the Americas. Because of this decision to fight the French in the Americas, the
British, who held a population advantage to the French. Not only did Pitt provide the
British with tactical advantage, he provided the British a leadership advantage. He
provided the British troops with two very skillful officers, James Wolfe and Jeffrey
Amherst. Their leadership would be key to the success of the British, who would later
win the war.

b. Another advantage that the British possessed was the fact that the conflict was taking
place in a location high in number with British people. As mentioned above, Pitt’s
decision to take the war to America was a smart one because the British held a large
majority in the area. This majority enabled the British to maintain its position from its
colonies and to have a constant source of soldiers.
Part Two

Remarkable: Please write out a beautifully written paragraph (which you use as a prompt
during class discussion) that explains what you found “remarkable” in this chapter.

I found it very remarkable that few people would try to interpret the effects of the Seven
Years’ War as something potentially dangerous and revolutionary (pun intended). The
Seven Years’ War led to huge debts to the British colonies, something that they would
not account for until after the war. The war also led to the training of local colonial
soldiers into skilled military leaders. What the British didn’t see coming was that they
were slowly gearing up the colonies to declare independence several years later. With
the debts incurred by the British that would later be thrust upon the colonists and with the
previous rebellions between the Americans and English government, how is it possible
that the English didn’t see that they were creating a rift? The fact that the British failed to
see American independence as a consequence of the Seven Years’ War is remarkable.

Part Three – Jeopardy Terms

Provide ten "Jeopardy" factoid phrases with "What is..." (MUST be in active voice!)

1. The misnomer used by the English for the German settlers in Philadelphia: What
is Pennsylvania Dutch?
2. This was the valley into which thousands of Germans and Scots-Irish moved after
feeling prejudiced by the English: What is the Shenandoah Valley?
3. The act which allowed judges in England to send convicted felons to the
American Colonies: What is the Transportation Act of 1718?
4. The term that describes the intermediate relationship between the Native
Americans and colonists in which the Indians wanted to trade but have a sense of
independence: What is the “middle ground”?
5. The Indian nation which resided in New Mexico that successfully drove out the
Europeans in 1680: What is the Pueblo?
6. The first permanent European settlement, founded in 1565, in what would become
the United States of America: What is St. Augustine?
7. The two indomitable priests who organized permanent missions and forts at San
Diego, Monterey, San Francisco, and Santa Barbara: Who are Fra Junipero Serra
and Don Gaspar de Portola?
8. The Spanish word for forts nearby permanent missions on the west coast of the
United States: What are presidios?
9. Colonial port towns that served as intermediary trade and shipping centers that
often lacked large-scale manufacturing plants: What are entrepots?
10. The act that forbade Americans from cutting white pine trees without a license in
order to save the best trees for the British navy: What is the White Pines Act?
Part Four – Various and Ever Changing Thinking Activities

Write a short 35-50 word caption that explains to a student reading a US history text what
the following (could be an image, a cartoon, a chart or graph, or a primary document)
means. See your textbook for “caption language.” The point of this caption work is to
practice what you will need to do on the national exam DBQ, which is describe and infer,
describe and infer, for each document presented.

On Education During the American Enlightenment (1749)

Benjamin Franklin was one of colonial America's outstanding examples of the influence
of Enlightenment ideas (see text pp. 116–117). In the document that follows, Franklin
proposes methods for the education of colonial youth that departed dramatically from the
founding generations' more modest attention to training in the “domestic arts” or a
trade. Franklin's proposal resulted in the creation of an academy in Philadelphia in 1751.

Source: Benjamin Franklin, Proposals Relating to the Education of Youth in Pensilvania,

Philadelphia (1749;facsimile reprint, edited by William Pepper, Philadelphia: University
of Pennsylvania, 1931).

“Proposals Relating to the Education of Youth in Pensilvania,Philadelphia,” 1749.

It has long been regretted as a Misfortune to the Youth of this Province, that we have no
Academy, in which they might receive the Accomplishments of a regular
Education . . . the Sentiments and Advice of Men of Learning, Understanding, and
Experience. . . .

The good Education of Youth has been esteemed by wise Men in all Ages, as the surest
Foundation of the Happiness both of private Families and of Commonwealths. Almost all
Governments have therefore made it a principal Object of their Attention, to establish and
endow with proper Revenues, such Seminaries of Learning, as might supply the
succeeding Age with Men qualified to serve the Publick with Honour to themselves, and
to their Country. . . .
It is propos'd

That some Persons of Leisure and publick Spirit apply for a Charter, by which they may
be incorporated, with Power to erect an Academy for the Education of Youth, to govern
the same, provide Masters, make Rules, receive Donations, purchase Lands, etc., and to
add to their Number, from Time to Time such other Persons as they shall judge suitable.

That the Members of the Corporation make it their Pleasure and in some Degree their
Business, to visit the Academy often, . . . advance the Usefulness and Reputation of the
Design; that they look on the Students as in some Sort their Children, treat them with
Familiarity and Affection. . . .

That a House be provided for the Academy, if not in the Town, not many Miles from
it . . . having a Garden, Orchard, Meadow, and a Field or two.

That the House be furnished with a Library . . . with Maps of all Countries, Globes, some
mathematical Instruments, an Apparatus for experiments in Natural Philosophy, and for
Mechanics; Prints, of all Kinds, Prospects, Buildings, Machines, etc.

That the Rector be a Man of good Understanding, good Morals, diligent and
patient, learn'd in the Languages and Sciences, and a correct Speaker and Writer of the
English Tongue; to have such Tutors under him as shall be necessary. . . .

As to their Studies, it would be well if they could be taught every Thing that is
useful, and every Thing that is ornamental: But Art is long, and their Time is short. It is
therefore propos'd that they learn those Things that are likely to be most useful and most
ornamental. . . . All should be taught to write a fair Hand, and
swift . .. Drawing . . . Arithmetick, Accounts . . . Geometry and Astronomy.

The English Language might be taught by Grammar; in which some of our best
Writers, as Tillotson, Addison, Pope, Algernoon Sidney, Cato's Letters, etc. should be
Classicks. . . .
Antient Customs, religious and civil . . . Morality, be descanting and making continual
Observations on the Causes of the Rise or Fall of any Man's Character, Fortune, Power
etc. . . . the Advantages of Temperance, Order, Frugality, Industry, Perseverance etc. . . .

While they are reading Natural History, might not a little

Gardening,Planting, Grafting, inoculating, etc., be taught and practised; and now and then
Excursions made to the neighbouring Plantations of the best Farmers. . . . The History of
Commerce, of the Invention of Arts, Rise of Manufactures, Progress of Trade, Change of
its Seats . . . will be useful to all. And this, with the Accounts in other History
of . . .Engines and Machines used in War, will naturally introduce a Desire to be
instructed in Mechanicks, and to be inform'd of the Principles of that Art by which weak
Men perform such Wonders, Labour is sav'd,Manufactures expedited, etc. . . .

With the whole should be constantly inculcated and cultivated, that Benignity of
Mind, which shows itself in . . . Good Breeding; highly useful to the Possessor, and most
agreeable to all.

The passage above is a proposal made by Benjamin Franklin about the importance of an
intermediate solution to the educational system at the time. Franklin noted that in earlier
times, the only the most important things were taught to students. It had then transitioned
into a schooling specific only to a specific trade. Franklin says that this change has been
due mostly from the urbanization for the colonies and the decrease in agrarian living.
Franklin, in the passage, is proposing a balanced education system that has both teaching
about important things and specific skills directed towards specific trades.