3-1 Period III – Topic 1 – Strengthening Empire
Intro to Period III Exercises
As you read the documents in this series of exercises for Period III, keep in mind the following broad questions that will help you understand the relationships between the documents in this chapter and the historical changes that they represent. As you reflect on these questions, determine which themes and which documents best address them.
- In what ways were the North American colonies influenced by both contact with and distance from Europe?
- What were the geographic boundaries of the transatlantic world? How did those boundaries shape the economics of the transatlantic world?
- In what ways did the transatlantic world shape societies of Africans, Native North Americans, and Europeans?
- How did changes in thought and belief strengthen the bonds between the colonies and Europe? At the same time, how did they also weaken those bonds?
Document 3.1 -The First Navigation Act of 1660
The Navigation Act of 1660 regulated British exports to and imports from North America, which allowed the colonial power to monopolize trade with its colonies and thereby create a commercial empire. The economic theory behind government regulation of the economy to promote its own power is called mercantilism. This act raise significant revenue for the Crown, which used the funds to expand the navy and strengthen the empire.
Be it enacted, etc. that no commodity [economic product or raw material] of the growth, production, or manufacture of Europe, shall be imported into any land, island, plantation, colony, territory , or place, to his Majesty belongingor in his possession, or which may hereafter belong unto or be in the possession of his Majesty, his heirs, and successors, in Asia, Africa, or America, in any other ship or ships, vessel or vessels whatsoever, but in such ships or vessels as do truly and without fraud belong only to the people of England or Ireland, dominion of Wales or town of Berwick upon Tweed, or are of the built of and belonging to any the said lands, islands, plantations, or territories, as the proprietors and right owners thereof, and whereof the master and three fourths of the mariners at least are English; (3) under the penalty of the forfeiture and loss of all the goods and commodities which shall be imported into or exported out of any the aforesaid places in any other ship or vessel, as also of the ship or vessel, with all its guns, furniture, tackle, ammunition, and apparel; one third part thereof to his Majesty, his heirs and successors; one third part to the governor of such land, plantation, island, or territory where such default shall be committed, in case the said ship or goods be there seized, or otherwise that third part also to his Majesty, his heirs and successors; and the other third part to him or them who shall seize, inform, or sue for the same in any court of record, by bill, information, plaint, or other action, wherein no essoin, [excuse for not appearing in court] protection, or wager of law shall be allowed
John Stuart Landon, The Constitutional History and Government of the United States (New York: Houghton, Mifflin, 1889), 317.08.
PRACTICE HISTORICAL THINKING
Identify – Describe three of the rules that regulated exports to the colonies
Analyze –What interest did Great Britain have in establishing these rules? What interests might the colonies have had in these rules? In what ways did these rules undermine colonial interests?
Evaluate –How might Parliament justify passing legislation that benefited great Britain but undermined colonial interests?
Document 3.2 –Charter of the Royal African Company
Charles II (1630-1685), granted a charter for the creation of the British company of Royal Adventurers Trading to Africa in 1662 to foster trade in Africa. The Royal African Company served British economic interests along the west coast of Africa for almost a hundred years and helped establish British power in the transatlantic world.
Assignment 3-1, Page 1 of 5
3-1 Period III – Topic 1 – Strengthening Empire
The Royal African Company’s limits for trade granted them by His Majesty’s Charter…
In the River Gambia, upon James Island, the Company have built a fort where seventy men, at last, are kept. And there is a Factory from whence Elephants’ teeth, Bees wax, and cowhides are exported in very considerable quantities. The River Gambia, is very large, and runs up very high (much higher than any discovery hath bin made) and it is supposed the Gold comes most from places, at the head of the river.
The Company have several small factory in this River. . . at Rio Noones, Riopongo, and Calsamanca, and doe trade by their Sloops, to Rio Grande and Catchao, for those Commodities and also for Negro’s.
Thence they sail into another River called Sherbero, where alsoe a factory is settled, and the Trade there is chiefly for Red-wood, useful in drying, of which sometimes Three hundred tons per ann [year] may bee got, and some Elephant’s teeth.
The slaves they purchased are sent, for a Supply of Servants, to all His Majestie’s American Plantations which cannot subsist without them
The Gold and Elephants’ Teeth, and other Commodities, which are procured in Africa, are all brought to England. The Gold is always coined in his Majesty’s Mint. And the Elephants teeth, and all other goods, which the Company receives, either from Africa or Plantations, in returne for their Negros, are always sold publicly.
“The Royal African Company. Trades for Commodities along the West African Coast CO 268/1, ff 5-6” Black Presence. Asian and Black History in Britain 1500-1850, National Archives.
Assignment 3-1, Page 1 of 5
3-1 Period III – Topic 1 – Strengthening Empire
PRACTICE HISTORICAL THINKING
Identify –What goods did the Royal African Company acquire along the coast of West Africa?
Analyze –How might Africa’s incorporation into the British mercantilist system have shaped the economies of British North America?
Evaluate –Who were the beneficiaries of this charter?
Document 3.3 – Commission for the Dominion of New England - 1688
James II (1633-1701), created the Dominion of New England in 1688 to place the New England colonies under royal control as part of the British mercantile policy that included the first Navigation Act of 1660 (Doc 3.1) and the Charter of the Royal African Company (Doc 3.2). James II made Sir Edmund Andros, former governor of New York, governor of the Dominion, which encompassed the New England colonies of Plymouth, Rhode Island, Connecticut, and Massachusetts Bay. James II was toppled by Parliament during the Glorious Revolution of 1689 and the Dominion of New England was dissolved.
James the Second by the Grace of God King of England, Scotland France and Ireland Defender of the Faith &c. To our trusty and well beloved Sr. Edmund Andros Knt Greeting: Whereas by our Commission under our Great Seal of England, bearing date the third day of June in the second year of our reign wee have constituted and appointed you to be our Captain Generall and Governor in Chief in and over all that part of our territory and dominion of New England in America known by the names of our Colony of the Massachusetts Bay, our Colony of New Plymouth, our Provinces of New Hampshire and Main and the Narraganset Country or King's Province. And whereas since that time Wee have thought it necessary for our service and for the better protection and security of our subjects in those parts to join and annex to our said Government the neighboring Colonies of Road Island and Connecticut, our Province of New York and East and West Jersey, with the territories "hereunto belonging, as wee do hereby join annex and unite the same to our said government and dominion of New England. Wee therefore reposing especiall trust and confidence in the prudence courage and loyalty of you the said Sir Edmund Andros, out of our especiall grace certain knowledge and meer motion, have thought fit to constitute and appoint as wee do by these presents constitute and appoint vou the said Sr Edmund Andros to be our Captain Generall and Governor in Chief in and over our Colonies of the Massachusetts Bay and New Plymouth, our Provinces of New Hampsllire and Main, the Narraganset country or King's Province, our Colonys of Road Island and Connecticutt our Province of New York and East and West Jersey, and of all that tract of land circuit continent precincts and limits in America lying and being in breadth from forty degrees of Northern latitude from the Equinoctiall Line to the River of St. Croix Eastward, and from thence directly Northward to the river of Canada, and in length and longitude by all the breadth aforesaid and throughout the main land from the Atlantick or Western Sea or Ocean on the East part, to the South Sea on the West part, with all the Islands, Seas, Rivers, waters, rights, members, and appurtenances, thereunto belonging (our province of Pensilvania and country of Delaware only excepted), to be called and known as formerly by the name and title of our territory and dominion of New England in America.
The Federal and State Constitutions, Colonial Charters, and Other Organic Laws of the States, Territories, and Colonies Now or Heretofore Forming the United States of America, vol. 3, ed. Francis Newton Thorpe (Washington, DD: Government Printing Office, 1909).
PRACTICE HISTORICAL THINKING
Identify – A writer or speaker’s audience may include some people who agree with his point of view and others who disagree with his point of view. Who is James II’s intended audience? What colonies would be affected by this new policy?
Analyze – Describe the society and values of the original English settlers of New England (Docs 2.9, and 2.10). What might their response have been to this policy?
Evaluate –The Dominion of New England did not survive James II’s rule. With his overthrow in the Glorious Revolution of 1689, what precedent was set for legislative power in Great Britain? How might this precedent also have affected the British North American Colonies?
Assignment 3-1, Page 1 of 5
3-1 Period III – Topic 1 – Strengthening Empire
Document 3.4 – Map of North America, Eastern Seaboard – 1701
Assignment 3-1, Page 1 of 5
3-1 Period III – Topic 1 – Strengthening Empire
By the beginning of the eighteenth century, Great Britain, Spain, and France began to compete for territory in North America, as shown in the map below. Native Americans increasingly found themselves forced to choose sides among Europeans in these colonial conflicts.
Assignment 3-1, Page 1 of 5
3-1 Period III – Topic 1 – Strengthening Empire
PRACTICE HISTORICAL THINKING
Identify – Locate the North American territories of the three primary colonial powers in this map, and note the economic advantages of each location.
Analyze – You will recall from previous chapters that an inference is an educated guess based on available evidence. Looking at this map, what potential areas of conflict do you see? What can you infer will be the causes of these conflicts?
Evaluate –Based on this map, what geographic and political factors could foster competition and exchanges between native peoples and Europeans?
Assignment 3-1, Page 1 of 5
3-1 Period III – Topic 1 – Strengthening Empire
Document 3.5 – Thomas Oliver, Letter to Queen Anne
Thomas Oliver, writing on behalf of the colonial government of Massachusetts, composed this letter to Queen Anne of Great Britain to describe native attacks on British colonists during Queen Anne’s War (1702-1713). Throughout the war, the French were allied with the Algonquin, and the British allied with the Iroquois.
And they are Animated & Encouraged to such Barbarity’s by the french setting the heads of your Ma:tys [Majesty’s] Subjects, at a price upon bringing in their Scalps, and they kill many in cold blood after they have received them to Quarter, They have the advantage of Retiring for shelter, to the Obscured Recesses of a Vast rude Wilderness, full of Woods, Lakes, Rivers, ponds, Swamps, Rocks and Mountains, whereto they make an Easy and quick Passage, by means of their Wherry’s [shallow river barges] or burchen Canoes of great Swiftness and light of Carriage; The matter whereof they are made being to be found almost every where, and their skill and dexterity for the making and Using of them is very extraordinary, which renders our Tiresome marches after them Ineffectual. -, These Rebels have no fixt Settlements, but are Ambulatory, & make frequent removes [2] Removes, having no other Houses, but Tents or hutts made of Barque or Kinds of Trees, Matts &c. which they soon provide in all places where they come, So that it is Impracticable to pursue or follow them with any Body of Regular Troops, they are supported and Encouraged by the french, who make them yearly Presents Gratis,[for free] of Clothing, Armes and Ammunition, Besides the Supply they Afford them for the Beaver and Furrs, which they take in hunting, and Constantly keep their Priests & Emissaries among them, to steady them in their Interests, and the bigotries w:ch they have Instilled into them. The French also oft times join them in their Marches on our Frontiers./ -, We humbly Conceive w.th Submission, That the most probable Method of doing Execution upon them & Reduceing them, is by men of their own Colour, way & manner of living. , And if yor Majesty shall be Graciously pleased to Command the Service of the Mohawks, and other Nations of the Western Indians that are in friendship and Covenant with your Ma.tys Several Governments, against these Eastern Indian Rebels, for which they Express themselves to stand ready, and to whom they are a Terrour. - They would with the Blessing of God in Short time Extirpate or Reclaim them, and prevent the Incursions made upon us from Canada or the East...
Thomas Oliver, “A Memorial of the State of the Province of Massachusetts Bay in New England to Queene Anne during Queen Anne’s War,” Boston, MA, October 20, 1708, Gilda Lehrman Institute of American History, collection #GLC04891,
PRACTICE HISTORICAL THINKING
Identify – Describe the attacks that take place. What does Oliver propose as a solution to these attacks?
Analyze – Why might native peoples ally with a European power against other native peoples?
Evaluate –Why might Queen Anne, three thousand miles away in England, find Oliver’s requests to ally with natives compelling?
Assignment 3-1, Page 1 of 5
3-1 Period III – Topic 1 – Strengthening Empire
Document 3.6 – Treaty of Utrect
Below is an excerpt from the Treaty of Utrect, which ended Queen Anne’s War in 1713
The subjects of France inhabiting Canada, and others, shall hereafter give no hindrance or molestation to the five nations or cantons of Indians, subject to the domination of Great Britain, nor to the other natives of America, who are friends to the same. In like manner, the subjects of Great Britain shall behave themselves peaceably towards the Americans who are subjects or friends to France; and on both sides they shall enjoy full liberty of going and coming on account of trade. As also the natives of those countries shall, with the same liberty, resort, as they please, to the British and French colonies, for promoting trade on one side and the other, without any molestation or hindrance, either on the part of the British subjects or of the French. But it is to be exactly and distinctly settled by commissaries [government officials], who are, and who ought to be accounted the subjects and friends of Britain or of France.
William MacDonald, Select Charters and Other Documents Illustrative of American History, 1606-1775 (London: Macmillan, 1899), 232.
PRACTICE HISTORICAL THINKING
Identify – Identify at least four North American participants in this conflict.
Analyze – What causes of conflict does this section of the treaty seek to overcome?
Evaluate – What interests do the signatories of this treaty have in relations between natives and colonies?
Assignment 3-1, Page 1 of 5
3-1 Period III – Topic 1 – Strengthening Empire
Review – Historical Causation
The late seventeenth and early eighteenth centuries represented a time of confrontation between the French, the English, and their Native American allies in North America. Choose two long-term and two proximate causes for these conflicts (look back in your notes and book if necessary). How did all of these short and long-term causes play a role in the creation of at least four of the documents in this series (3.1-3.6). Copy the chart onto your own paper and complete.
Confrontation between the French, the English, and their native allies (seventeenth and early eighteenth centuries)
Proximate Causes / Long-term causesAssignment 3-1, Page 1 of 5