US History Unit 2 and 3

Southern Colonies
Key
The Southern colonies were established primarily for ❌ The ❌ climate, long ❌ season, and ❌ encouraged the development of a ❌ Crops such as tobacco, indigo, and rice required a ❌ to maintain, which ❌ a dependence on the use of ❌ servants and enslaved ❌, something not as prevalent in colonies ❌
While relations with ❌ in the Southern Colonies began ❌, as more English colonists arrived and took over ❌ lands, the relationship became more ❌ The expanding English ❌ and the increasing ❌ of the region contributed to growing ❌ between settlers and American Indians (SSUSH1b)

New England Colonies
The first New England colonies were established by the ❌ in present-day Massachusetts. Most of the ❌ came with their whole family to pursue a ❌ life and to practice ❌ as they saw fit. As a result of ❌ religious beliefs, the Puritans were not ❌ of different religions. New England had a ❌ climate and rocky soil, so ❌ was more ❌ in this region than in the other colonies Because of this, the ❌ in New England relied more on trade, ship ❌, fishing, whaling, and lumber than it did on ❌. After some early and bloody ❌ that resulted in many American Indians leaving the area, settlers began to ❌ into southern New England. (SSUSH1c)

Mid-Atlantic Colonies
The Mid-Atlantic colonies were founded as ❌ ventures designed to make use of the good ❌ and ❌ systems that helped to transport ❌ toward the coast. American Indians in the Mid-Atlantic colonies were often more relied upon for ❌ with the English and not the target of ❌, as often happened in other colonial regions. Some groups were treated with ❌ and were ❌ by the English for the ❌ of their land. These were the most ethnically and religiously ❌ of the colonies. The primary ❌ of the Mid-Atlantic colonies were ❌ (wheat, corn, and other grains), lumber, livestock, and ❌ ore and iron products (SSUSH1d)

Mercantilism
The founders of the English colonies were greatly ❌ by an ❌ known as mercantilism. This theory held that Earth had a ❌ of wealth in the form of ❌, especially ❌, so the best way to become a ❌ nation was to acquire the most ❌. Because the world’s wealth was thought to be ❌, the more one country had, the ❌ any other country could have. Consequently, as a nation became ❌, its enemies became ❌. The American colonies were used as a source of ❌ for the ❌, which helped ❌ the wealth of the mother country. This also helped to foster a favorable ❌ between the two regions: ❌ that were not available in England could be acquired from the colonies and ❌s that were not produced in the colonies could be acquired from England (SSUSH1a)

Growth of the African Population
As ❌ farmers and other ❌ farmers ❌, they greatly ❌ the size of their farms. There were never enough ❌ available to plant, grow, and harvest the crops, so farmers turned
to ❌ to do this work. When the Virginia Company founded Jamestown in 1607, there were
❌ African slaves in English North America. By 1700, however, there were ❌ of African slaves throughout the English colonies. The ❌ of these slaves were located in the ❌, where they supplied the labor required to support the region’s ❌ based economy (SSUSH2b)

The Middle Passage
The ❌ that carried ❌ to ❌ was called the Middle Passage because it was the middle portion of a ❌ voyage, also known as the ❌ trade, made by the slave ships. Enslaved Africans were loaded aboard the ❌. Between three and four hundred ❌ were packed into cargo holds of these ships for the journey to North America. Conditions aboard the slave ships were ❌ About twenty percent of slaves did not ❌ the journey (SSUSH2b)

Trans-Atlantic Trade
Also known as the ❌ trade, this ❌ voyage was made by ❌ ships. First, ❌ ships loaded with rum, cloth, and other English ❌ sailed to ❌, where these goods were ❌
for Africans originally enslaved by other Africans. Then, in the ❌, the slaves would be transported to the ❌. The crew would buy ❌ and other American goods using ❌ they made from ❌ the slaves in the ❌, and they would ❌ the tobacco and goods back to ❌. ❌ goods would be shipped to the colonies while ❌ goods arrived in England from the New World. This process was ❌ for decades (SSUSH2b)

The Great Awakening
During the 1730s, ❌ in Europe was ❌ . This was partially in ❌ to earlier movements toward ❌ and encouraged a more ❌ approach to ❌ . This change made its way to the ❌ colonies in the 1730s and 1740s . ❌ said people would ❌ God’s love only if they admitted their ❌ . People were told that each ❌ should seek his or her own personal and emotional ❌ with God and that doing this was more ❌ than the ❌ idea of congregations gathering together to hear ❌ sermons . These ministers attracted enormous ❌ and often traveled from ❌ to preach to anyone who wanted to listen, regardless of what church he or she might belong to . Christianity ❌ with the development of new denominations and ❌ opportunities for church members to become involved in leadership positions . Established churches lost members to the new way of Christian worship . Some preachers said ❌ had become as ❌ as the English society the colonists’ ancestors had escaped . (SSUSH2d)

Salutary Neglect
Beginning in the 1720s, the American colonies had more ❌ to trade and ❌ themselves because the English government adopted a ❌ of Salutary Neglect. It was believed that the colonies would be ❌ for the English government if they had fewer ❌ placed on them. This enabled the colonies to develop local methods of ❌, including ❌ and elected legislatures. Colonies levied their own ❌ and held town meetings to ❌. This policy of Salutary Neglect ❌ to Americans’ ❌ in their ability to ❌ and to the development of an independent American ❌, which, in turn, contributed to eventual ❌ between England and the colonies (SSUSH2c)

French and Indian War
The French and Indian War resulted from a long-simmering rivalry between ❌ and France and their competition for territory in North America. The French and Indian War broke out in ❌ when Great Britain challenged the French for control of the land that is now ❌. American Indians tended to support the ❌ because as ❌, the French were not as focused as the English on building ❌. Great Britain eventually ❌ the war.

❌ (1763), which ❌ the French and Indian War, forced France to turn over control of ❌ to Great Britain. ❌ also ❌ its claim to all land ❌, with the exception of the city of ❌ (SSUSH3a).

Additionally, the treaty gave the British government more control over its ❌. The colonists ❌ to the loss of control over their own affairs, and some Americans began to think about an American ❌. Tensions grew when ❌ passed laws to ❌ the colonists to pay for the cost of keeping ❌ in North America that would protect both Britain’s ❌ and the American ❌ from attacks.

❌ increased with the ❌, by which Americans were ❌ from ❌ beyond the ❌ in an effort to limit their ❌ with American Indians as well as to keep colonists in designated areas to allow the government to gain much-needed ❌. (SSUSH3b)

Colonial Resistance
England’s American colonists believed the ❌ and Parliament were ❌ their rights as Englishmen. Among the ❌ they felt were being violated were ❌ from ❌, the right to a ❌, protection from ❌, and protection from ❌ quartered on their ❌. Parliamentary actions to tax the colonists or to ❌ the tax laws provoked a ❌ from the colonists that eventually led to open ❌. These actions included the Stamp Act and the Intolerable Acts
• ❌ required the colonists to print ❌, legal ❌, ❌ cards, and so forth on paper bearing special stamps (similar to ❌). Buying the stamped paper was the ❌ of paying a tax. Some colonists formed groups called the ❌ to stop distribution of the stamped paper. Nine colonies sent representatives to the Stamp Act Congress, which sent a ❌ protest to the king (SSUSH3b).
• ❌ closed the ❌ of Boston as punishment for the Boston Tea Party. These acts also allowed ❌ accused of ❌ to be tried in ❌ and forced the colonists to house British troops on their property. These ❌, along with the ❌ of the Massachusetts colonial government, were designed to ❌ the colonists from ❌ British authority, but in fact ❌ them to work ❌ the British government (SSUSH3b).

Committees of Correspondence
The Committees of Correspondence formed in ❌ to the passage of the ❌. Their purpose was to keep colonies in ❌ about issues of concern to the ❌, particularly in relation to British actions or ❌. These committees helped to ❌ actions that the colonists believed were ❌.

American colonists opposed to ❌ in Massachusetts formed a ❌ called the Sons of Liberty. To show their ❌ of British rule, they damaged British property, including government offices, and the homes of wealthy supporters of the British. The Daughters of Liberty joined the Sons of Liberty in ❌ British rule in North America. They ❌ to make clothes and other goods so the colonists would ❌ ❌ to ❌ on British imports (SSUSH3b)

Common Sense
In January 1776, ❌ published Common Sense. This small ❌ had a big effect on ❌ and moved many Americans to support ❌ from Great Britain. Colonists were ❌ by the ❌ of Paine’s ❌. Some of these arguments were the following:
• The Atlantic Ocean was ❌ to allow Britain to rule America as well as an American government could.
• It was foolish to think an ❌ could rule a ❌.
• The idea of Britain being America’s “mother country” made Britain’s actions all the ❌ because no ❌ would treat her ❌ so ❌ (SSUSH3c).

Committee of Five
Five delegates were chosen by the ❌ to write a ❌ for ❌. They were: Thomas Jefferson, Benjamin Franklin, John Adams, Robert Livingston, and Roger Sherman. This group eventually presented a ❌ of the Declaration of Independence (primarily written by ❌) to the Continental Congress for review (SSUSH4a)

Declaration of Independence
The Declaration of Independence is one of the most ❌ documents in American history. Thomas Jefferson wrote the ❌ and then made ❌ suggested by John Adams, Benjamin Franklin, and others. Because the Declaration addressed a worldwide ❌, its language was made ❌ and direct so people ❌ would understand and ❌ with the colonists’ cause. After it explains the philosophical and legal reasons for seeking independence from Britain, the Declaration has its ❌ section, which gives numerous examples of how King George III ❌ the rights of the colonists. Finally, the Declaration offers a discussion of the Americans’ many unsuccessful attempts to get ❌ from Britain and ends with the ❌ that the only way for Americans to have their rights ❌ is to restore them themselves by ❌ independence from Britain and by ❌ their own government (SSUSH4a)

George Washington and the Continental Army
When the American Revolution ❌, George Washington was named commander in chief of the Continental Army. He displayed extraordinary ❌ abilities in the role. Washington ❌ the army, secured ❌, and started a ❌ to turn ❌ recruits into a ❌ military.

This training program was aided by Baron von Steuben, a Prussian military officer who had experience in ❌ for battle and ❌ 18th century ❌ techniques. He developed ❌ military ❌ to make Washington’s ❌ army into a more ❌, well-trained fighting force.

Life was ❌ for the common soldier in the Continental Army. Enlistments lasted from ❌, and the states ❌ in how they ❌ their soldiers in terms of the following: how ❌ and how
often they ❌ their soldiers; how they housed them when they were not on the ❌; and how they ❌ them with food, clothing, and equipment. These issues ❌ morale, as did the army’s ❌ discipline, the chances of being wounded or killed, and British victories. In winter of 1777–1778, the Continental Army faced one of its most ❌ trials at ❌. It suffered from ❌, disease, and the lack of ❌. Despite its ❌, under the leadership of George Washington, the army was able to ❌ and receive valuable training so that it could fight the British in 1778 (SSUSH4c).

French Alliance
France decided to support the ❌ during the Revolution as a result of the American victory at the ❌ in 1777. Benjamin Franklin, the ❌ diplomat in Paris, signed ❌ and military ❌ with France for the United States. France sent ❌ units to fight on the side of the Americans. ❌ such as the Marquis de Lafayette assisted in the training of American forces. Lafayette worked closely with George Washington and was very ❌ and brave during many battles of the American Revolution. The ❌ of the ❌ navy (at the Battle of Yorktown in particular) and trainers like Lafayette were ❌ in ❌ the British ❌ (SSUSH4b).

Yorktown
In 1781, with the help of the ❌ navy, which prevented the British from ❌, the American forces were able to ❌ the British in three weeks of fighting. ❌ General Cornwallis surrendered to George Washington at Yorktown on October 17, 1781. This ❌ marked the end of the ❌ (SSUSH4d).

Free Blacks during the Revolution
Enslaved and ❌ Blacks, in many cases, viewed the American Revolution as an ❌ for ❌ their own rights with the basis for ❌ being a call to protect ❌ rights. Estimates suggest
at least 5,000 enslaved and free Blacks fought with the ❌. However, those who fought with the Continental Army and with the colonial militia groups did ❌ receive their ❌ (if they were enslaved) or ❌ (if they were free) following the conclusion of the Revolutionary War (SSUSH4e).

1783 Treaty of Paris
The 1783 Treaty of Paris formally ❌ the American Revolutionary War. The United States ❌ its independence from Great Britain and gained ❌ of land stretching to the ❌. Britain ceded ❌ to ❌ and certain African and Caribbean colonies to France (SSUSH4f).

Constitutional Convention
At the 1787 Constitutional Convention in ❌, delegates from all thirteen states met to discuss ❌ to the ❌. The delegates quickly decided that ❌ the Articles of Confederation would ❌ be enough. They decided to write a new ❌ for the country. During the Constitutional Convention, ❌ became organized into two groups: Federalists and Anti-Federalists. ❌ like Alexander Hamilton and James Madison generally wanted a ❌ ❌ government that could handle national economic, political, and ❌ issues for the country. ❌, on the other hand, wanted to maintain the ❌ of the ❌. They were concerned that too much ❌ would be given to the ❌ and the ❌ would lose control over their individual interests. They believed that a national government with a strong ❌ branch would be able to ❌ the states and take away the rights of individual citizens. In particular, delegates from the ❌ states worried that they would lose representation in a national government that ❌ states with larger populations.

Eventually, the delegates reached a ❌ known as the Great Compromise. James Madison managed to convince the delegates from the small states and large states to ❌ some of their demands. Under the compromise, the Constitution would ❌ a system of ❌ among the ❌ of government: the executive, the legislative, and the judicial. The compromise also created a legislative branch with two houses (the House of Representatives and the Senate) that satisfied the concerns of representation that the small states and large states had.
Another ❌ Anti-Federalists had was the ❌ of individuals and states. They wanted to guarantee ❌ that were not already included in the Constitution. Federalists had argued that a strong national government would not ❌ upon these liberties because it was understood that these were ❌. However, before enough of the Anti-Federalist delegates would agree to the Constitution, they insisted that these liberties be included. James Madison promised those delegates that these rights would be ❌ as amendments to the Constitution. These became known as the ❌, which was added in 1791. In ten separate ❌, the Bill of Rights ❌ individual and states’ rights (SSUSH5c, d, e)

The Great Compromise
One great issue facing the ❌ to the Constitutional Convention was how ❌ states could have ❌ representation in the new government . States with ❌ populations supported a plan
to create a ❌ branch in which representatives were assigned based on each state’s ❌. States with ❌ populations supported a plan to create a legislative branch in which all states were ❌ represented. Delegates to the Constitutional Convention settled the issues of ❌ in Congress by approving the Great Compromise. This compromise helped “save” the Constitution by ❌ the ❌ between states with large ❌ and states with ❌ populations. The compromise called for the creation of a legislature with two ❌: a House of Representatives, with representation based on population, and a Senate, with equal representation for all states (SSUSH5c)

Northwest Ordinance
The ❌ U S governmental territory ❌ the ❌ states was the Northwest Territory, which was created by the Northwest Ordinance. This ❌ demonstrated to Americans that their national government intended to ❌ ❌ ❌ and that it would do so by organizing ❌ states that would be ❌ members of the ❌. The ordinance ❌ slavery in the Northwest Territory Additionally, the Northwest Ordinance ❌ the ❌ of public ❌ in the Northwest Territory (SSUSH5a)