Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission.

Size: px
Start display at page:

Download "Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission."

Transcription

1 Review: In the Center of Periphery Studies Author(s): Stephen R. Grossbart Reviewed work(s): Negotiated Authorities: Essays in Colonial Political and Constitutional History by Jack P. Greene Source: Reviews in American History, Vol. 24, No. 1 (Mar., 1996), pp. 1-7 Published by: The Johns Hopkins University Press Stable URL: Accessed: 31/07/ :52 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit organization founded in 1995 to build trusted digital archives for scholarship. We work with the scholarly community to preserve their work and the materials they rely upon, and to build a common research platform that promotes the discovery and use of these resources. For more information about JSTOR, please contact support@jstor.org. The Johns Hopkins University Press is collaborating with JSTOR to digitize, preserve and extend access to Reviews in American History.

2 IN THE CENTER OF PERIPHERY STUDIES Stephen R. Grossbart Jack P. Greene. Negotiated Authorities: Essays in Colonial Political and Constitutional History. Charlottesville: University Press of Virginia, xx pp. Figures, tables, notes, and index. $60.00 (cloth); $19.95 (paper). The sixteen essays collected in Negotiated Authorities represent some of Jack Greene's earliest scholarship and attest to the formative role colonial political and constitutional history has played in his understanding of early American history. When Greene began his research in the 1950s constitutional history was a neglected field. Even as political and intellectual history came to dominate, few, besides Greene, were looking at the constitutional developments in the colonies before In this retrospective collection Greene limits his selection of essays to three areas: "the nature of authority in the broad extended polity of the British Empire and within" the colonies; their "political and constitutional development... and the role of metropolitan ideological and cultural imperatives in shaping that development"; and "the nature and changing character of constitutional tensions within the empire and the conflicts" these tensions spawned (p. xvii). Over one-third of the essays originally appeared in the late 1950s or early 1960s when Greene was finishing The Quest for Power: The Lower Houses of Assembly in the Southern Royal Colonies, (1963). Greene spent relatively little time writing constitutional history after Only five of the essays originally appeared between 1969 and In recent years, however, Greene has renewed his attention to developing a "systematic study in colonial constitutional history" (p. xvii). With Peripheries and Center: Constitutional Development in the Extended Polities of the British Empire and the United States, (1986), and four essays published since 1992, Greene brings the analysis of constitutional developments to a new level. Greene also pays special attention to the Caribbean colonies, thus writing an encompassing colonial history. More important, Greene's recent work in the area of constitutional history gives us a new perspective from which to read his earlier work in political history. Of course, Greene's wide-ranging contributions to the field go far beyond the scope of this collection.' Although his breadth is remarkable, Greene's Reviews in American History 24 (1996) 1996 by The Johns Hopkins University Press

3 2 REVIEWS IN AMERICAN HISTORY / MARCH 1996 primary focus throughout his career has always been political history. The essays in Negotiated Authorities are a testament to the tremendous and leading role Jack Greene continues to play in the field of political and constitutional history. In the book's opening essay, "Negotiated Authorities," Greene sets out to explain the relationship between Britain's colonial peripheries and the metropolitan center. Colonization was quite unlike nineteenth-century imperialism, which colored the analysis of an earlier generation of historians. The early modern European state was weak. Monarchs negotiated with aristocrats to supply the state with revenue in exchange for power and privileges to local rulers. Composite states, such as England, lacked the coercive power to consolidate and extend their own national domain, let alone exert such dominance on the New World. Since the state was weak, adventurers with royal charters founded and organized the colonies. Native populations were destroyed, not conquered, and the colonized were primarily emigrants from the mother country. With central authority limited, New World colonization resulted "in the emergence in new colonial peripheries of many new and relatively autonomous centers of European power effectively under local control" (p. 14). Creole bureaucracies soon emerged, and they resented and resisted attempts by their metropolitan counterparts to exert control. In "The Colonial Origins of American Constitutionalism" Greene explores the ambiguities that permitted and required a negotiation process between metropolitan authorities in the center and colonial authorities in the periphery. The English constitution, all agreed, limited "the power of the sovereign" through the "principles of the rule of law and consent.... [A]ll people, including the monarch, were equally subject to and protected by the laws of the realm." Consent entailed "the idea that citizens could not be subjected to any laws or taxes not first approved by themselves through" custom or the House of Commons (p. 26). The conflict between king and Parliament that led to the Glorious Revolution resulted in a curtailment of the king's power. Although sovereignty shifted from the king to the king-in-parliament, the Glorious Revolution did more than increase Parliament's power. It also decreased the monarch's control over "county and local affairs in both civil and religious realms," giving rise to a vibrant gentry and aristocracy in early eighteenth-century Britain (p. 82). Local autonomy increased in the colonies as well. During the eighteenth century, as Parliament assumed more authority, the English country gentry would see its privileges erode. In the American colonies, however, this did not take place. The colonists emerged from the Glorious Revolution with a strong belief that their privileges were an integral part of the British constitution. "[E]ach

4 GROSSBART / In the Center of Periphery Studies 3 colony was... a separate corporate entity, a body politic authorized by the crown, with jurisdiction over a well-defined territory and its own distinctive institutions, laws, customs, and, eventually, history and identity." Most colonists were also "English settlers [who] brought with them English traditions of law and governance, which put a high premium upon individual and local corporate liberties and autonomy" (pp ). Conflict was inevitable once Parliament asserted its authority. The reactions in the colonies were swift when Parliament began to negotiate in bad faith during the 1760s. Greene's interpretation departs most dramatically from Bernard Bailyn's Ideological Origins of the American Revolution (1967), which emphasizes the ideological influence of early eighteenth-century writers. Greene instead focuses on seventeenth-century oppositionist traditions to the Stuart monarchs. These traditions eventually faded in England, but "continued to occupy a prominent place in politics at least until the middle of the eighteenth century" in the colonies. Greene concludes that their survival is owed to "a strong predisposition among the colonists to cultivate idealized English values and to seek to imitate idealized versions of English forms and institutions" (pp ). The American Revolution, Greene convincingly argues, was not a repudiation of the Glorious Revolution's elevation of Parliament's power. Rather it "was necessary to secure for" the colonists "the guarantees of the Glorious Revolution" to local privileges and autonomy "that were seen to be under assault [after 1760] from a British Parliament and an aggressive ministry" (p. 92). Greene's summary of the major constitutional trends in early modem Britain and its colonies sharpens his older argument about the "quest for power" in the colonial assemblies. Because they retained the power of the purse and controlled the salaries of Royal Governors, the colonial assemblies, not only in the thirteen seaboard colonies but throughout the British colonies, "managed through precedent and custom to establish their authority and status as local parliaments" (p. 35). Greene's story of constitutional development in the colonies, and of political conflict between authorities in the center and the periphery, is ultimately the story of a growing self-consciousness and self-assertion of British America's ruling elite, its gentry and its aristocracy. The development of a colonial gentry is one of the most salient features in Greene's analysis of colonial society. As Greene writes, "[flundamentally the quest for power in both royal and proprietary colonies was a struggle for political identity, the manifestation of the political ambitions of the leaders of emerging societies within each colony." The desire for "increased authority, dignity, and prestige" within the lower houses, paralleled "the appearance of economic and social elites produced by the growth in colonial wealth and population" (pp ). As the colonies matured, elites moved to assert the

5 4 REVIEWS IN AMERICAN HISTORY / MARCH 1996 same privileges and liberties enjoyed by the country gentry in England, and one of the most fundamental "of these rights was the privilege of representation" in their lower houses (p. 175). This interpretation was often, but ineffectively, challenged by metropolitan authorities who contended that the assemblies existed at the king's pleasure. It was not until 1763, however, that British authorities explicitly challenged the lower houses and drove colonial leaders "to demand equal rights with Parliament and autonomy in local affairs." Thus, the American Revolution was a relatively conservative affair, "in essence a war for political survival, a conflict involving not only individual rights,... but assembly rights as well" (p. 183). Throughout the eighteenth century, up to the eve of the American Revolution, political stability in each of the British colonies increased. In one of Greene's most empirically driven essays, "Legislative Turnover in Colonial British America 1696 to 1775: A Quantitative Analysis," he analyzes patterns of turnover in twenty-three colonies. This raw data show a remarkably consistent pattern. By mid-century, although not as stable as the British House of Commons, few colonies returned less than 50 percent of their incumbents, and many approached the House of Commons's 70 percent return rate. "The most vivid impression to emerge from [an] inspection of the [twenty-three] graphs" that Greene presents is "the gradual decrease of electoral turnover" that indicates "more settled, coherent, and stable political systems with more continuous, experienced, and secure leadership" (pp ). Colonial societies were converging toward British patterns of social and political behavior. On the eve of the Revolution, the colonies were more like Britain than they had ever been. Greene provides a convincing analysis of this process of Anglicization. By 1760 colonial society was much like English society, and each colony's political institutions mimicked those in Britain. Yet Green often suggests that political culture in America was exceptionally different.2 Although Greene's work largely identifies and defines a colonial gentry whose power was guaranteed by the privileged position they enjoyed, he goes to great lengths to minimize the importance of this social hierarchy. In "Society, Ideology, and Politics," Greene sets out to explain why the Virginian political leadership was of such a "high quality." In the process, he defines a gentry "with a deep commitment to a code of political behavior and political ideology" (p. 259). This gentry consisted of a "cohesive, and self-conscious social group, at the core of which were about forty interrelated families." Although there was some fluidity to this structure, with "room for the ambitious, talented, and successful," it is hard to agree with Greene that social mobility and "assimilation" into the gentry "was quick and easy." They held a disproportionate amount of the colony's wealth, they exerted economic

6 GROSSBART / In the Center of Periphery Studies 5 dominance over dependent smaller farmers, and they filled "almost all posts of responsibility at every level of government." This group defined "the preferred social roles and the dominant values" (pp ). Although the Virginia elite fit most definitions of an aristocracy, Greene is intent on arguing that the gentry, which so ably and aggressively defended its privileges after 1763, did not constitute "a small body of privileged aristocrats." Their power was a result of "deference and respect, not envy and resentment or fear and obsequiousness... Economic inequality does not, however, seem to have resulted in any deep or widespread social or political antagonisms." And, the franchise (even though next to no one voted) was "remarkably wide" (pp ). Instead, Virginians happily agreed "at all levels of society that government should be reserved for and was the responsibility of enlightened and capable men" (p. 267). One must ask, how did this political culture differ from that in Britain? The arguments that Greene developed between 1965 and 1976 seem dated in the light of both the scholarship emerging at that time and more recent work. Rhys Isaac's The Transformation of Virginia: (1982) portrays a very different society, where gentry privilege, both political and social, was real, and consensual harmony far less apparent. Nor does Greene give adequate attention to how slavery united white society in ways that ensured the gentry's political dominance, as Edmund Morgan argued in American Slavery American Freedom: The Ordeal of Colonial Virginia (1975). The consensus Greene finds may well mask significant social hierarchy and conflict between the rulers and the ruled. There was an entirely different set of negotiations occurring between each colony's political leadership and ordinary people. Green plays too little attention to political culture-that is-the process by which these two groups negotiated political space and practices.3 Greene's views stand in sharp contrast to the analysis of the colonial aristocracy given in Gordon Wood's recent The Radicalism of the American Revolution (1992). Wood emphasizes the nature of dependence and patronage that permeated colonial society. This political culture kept participation at a low level and, like the British society it emulated, ensured that only disinterested men, who by definition were the gentry, would play a leading role in civic affairs. Greene, however, offers different explanations for colonial political culture. He is far too sophisticated a historian to suggest that colonial society was a participatory democracy, yet he often measures political behavior against a modern democratic society. He acknowledges that all the colonies "were... exclusivist in their assumptions and operation... [F]ull rights of participa- tion were denied most of the inhabitants" (p. 134). This was a British tradition, and the colonists did not challenge these political assumptions. Even so, Greene's consensus and deference could well be indifference: "Unless a vital

7 6 REVIEWS IN AMERICAN HISTORY / MARCH 1996 public interest was involved, voters simply did not turn out to the polls in large numbers" (p. 157). Greene attributes "acquiescence" to "the acceptance of the legitimacy and good policy of a more and more elitist leadership structure" (p. 158), rather than attributing it to the British cultural patterns. This is all the more surprising given his emphasis on Anglicization. For Greene, early modern colonists displayed some very modern and liberal tendencies. As he suggests in the opening essay of his The American Revolution: Its Character and Limits (1987), colonists were too busy pursuing happiness to vote. Low participation and deference may have far more to do with the structure and culture of British society than Greene acknowledges. It would take a revolution, one that was fought for assembly rights, but not for assemblymen, to transform American politics and begin a process of democratization. Greene does not address the breakdown of early modern political culture in this volume. Yet curiously, Greene provides a glimpse of evidence to suggest just how transforming the Revolution may have been. In his quantitative analysis of the lower houses, his graphs depict turnover patterns through 1780, although Greene only discusses the evidence through the year In the rebelling colonies there is another unmistakable trend that Greene ignores: a steady increase in legislative turnover during the Revolution. Greene does not follow up with questions about the social and political transformations that began with the Revolution and are indicated in his empirical evidence. In other work Greene has consistently denied that the Revolution was either democratic or transforming, even criticizing the modest transformation described by Bailyn.4 Privileged men in the assemblies may have waged a rebellion against an imperial threat but the stability within the lower houses ended with the Revolution, as new men-not entitled to serve during the colonial era--entered politics on a grand scale.5 What Greene has done in his richly detailed study of constitutional and political history is provide us with a context for understanding how America could, despite its rebellion's conservative beginnings, launch a radical and democratic revolution in In many ways, Greene's work on colonial society confirms what R. R. Palmer argued in The Age of the Democratic Revolution (1959):"Without the rise of... a colonial aristocracy there could have been no successful movement against England" (p. 195).6 The lower houses, if anything, were constituted bodies, much like those in Europe. What Greene has done so brilliantly in this collection is show us how that gentry formed, the political world in which they moved, and why the imperial conflict could transform itself into a far ranging revolution that ultimately destroyed the gentry's authority and privileges.7

8 GROSSBART / In the Center of Periphery Studies 7 Stephen R. Grossbart, Department of History, University of Florida, is the author of The Revolutionary Transformation: Politics, Religion, and Economy in Connecticut, For Greene's contributions to social, economic, and cultural history, see Pursuits of Happiness: The Social Development of Early Modern British Colonies and the Formation ofamerican Culture (1988); and Imperatives, Behaviors, and Identities: Essays in Early American Culture History (1992). 2. For Greene's use of the term exceptionalism, see The Intellectual Construction of America: Exceptionalism and Identity from 1492 to 1800 (1993). 3. The arguments of E. P. Thompson can, and have, been used by American historians to explain the give and take between plebeians and patricians. See "Patrician Society, Plebeian Culture," Journal of Social History 7 (1974): ; and "Eighteenth-Century English Society: Class Struggle Without Class?" Social History 3 (1978): Greene, "All Men are Created Equal: Some Reflections on the Character of the American Revolution," in Imperatives, Behaviors, and Identities, pp Jackson Turner Main, "Government by the People: The American Revolution and the Democratization of the Legislatures," William and Mary Quarterly 3d ser., 23 (1966): Greene largely dismisses the importance of Palmer's work for understanding the American Revolution. For example, see "The Reappraisal of the American Revolution in Recent Historical Literature," in Greene, ed., The Reinterpretation of the American Revolution, (1968), p. 58; and "All Men are Created Equal," p This process is analyzed by Gary J. Kornblith and John M. Murrin, "The Making and Unmaking of an American Ruling Class," in Alfred F. Young, ed., Beyond the American Revolution: Explorations in the History of American Radicalism (1993), pp

Period 1: Period 2:

Period 1: Period 2: Period 1: 1491 1607 Period 2: 1607 1754 2014 - #2: Explain how intellectual and religious movements impacted the development of colonial North America from 1607 to 1776. 2013 - #2: Explain how trans-atlantic

More information

Gordon S. Wood, in his introduction to The Radicalism of the American

Gordon S. Wood, in his introduction to The Radicalism of the American 108 The Revolution in Context: A review of Gordon S. Wood s Radicalism of the American Revolution By Christopher Bauermeister Gordon S. Wood. Radicalism of the American Revolution. New York: Vintage Books,

More information

A TRUE REVOLUTION. TOPIC: The American Revolution s ideal of republicanism and a discussion of the reasons for. A True Revolution

A TRUE REVOLUTION. TOPIC: The American Revolution s ideal of republicanism and a discussion of the reasons for. A True Revolution A TRUE REVOLUTION Name: Hadi Shiraz School Name: Hinsdale Central High School School Address: 5500 South Grant Street Hinsdale, IL 60521 School Telephone Number: (630) 570-8000 Contestant Grade Level:

More information

England and Its Colonies. The Americans, Chapter 3.1, pages

England and Its Colonies. The Americans, Chapter 3.1, pages England and Its Colonies The Americans, Chapter 3.1, pages 66-71. England and its Colonies Prosper Although many colonists benefited from the trade relationship with the home country, the real purpose

More information

Whigs against Whigs against Whigs: The Imperial Debates of , Reconsidered. By Pauline Maier

Whigs against Whigs against Whigs: The Imperial Debates of , Reconsidered. By Pauline Maier 1 WMQ Forum, 2011 Whigs against Whigs against Whigs: The Imperial Debates of 1765-1776, Reconsidered By Pauline Maier Eric Nelson s provocative essay reinterprets a transformation in the prerevolutionary

More information

Chapter 7 The First Republic,

Chapter 7 The First Republic, Chapter Summary Chapter 7 The First Republic, 1776 1789 Chapter 7 explores the early American efforts to create a national government. Topics covered in this chapter include an examination of the political

More information

The Development of Democratic Ideas

The Development of Democratic Ideas The Development of Democratic Ideas Magna Carta-1215 1 st document to limit power of English rulers Kings and queens must obey the law too! Major step toward constitutional government Where? - England

More information

CHAPTER 7 THE ROAD TO REVOLUTION,

CHAPTER 7 THE ROAD TO REVOLUTION, CHAPTER 7 THE ROAD TO REVOLUTION, 1763 1775 1. Introduction to the Revolutionary Period (pp. 122 123) In the introductory section, the authors state that Americans were reluctant revolutionaries, but that

More information

Guided Reading & Analysis: Imperial Wars and Colonial Protest Chapter 4- Imperial Wars and Colonial Protest, pp 68-84

Guided Reading & Analysis: Imperial Wars and Colonial Protest Chapter 4- Imperial Wars and Colonial Protest, pp 68-84 1 Name: Class Period: Due Date: / / Guided Reading & Analysis: Imperial Wars and Colonial Protest Chapter 4- Imperial Wars and Colonial Protest, pp 68-84 Reading Assignment: Ch. 4 AMSCO or other resource

More information

11 th Grade US History

11 th Grade US History 11 th Grade US History Unit 1 Unit 1: Exploration And The Thirteen Colonies, 1492-1750 Synopsis: Students will get an understanding of how European settlers created colonies in North America that were

More information

Guided Reading & Analysis: Imperial Wars and Colonial Protest Chapter 4- Imperial Wars and Colonial Protest, pp 68-84

Guided Reading & Analysis: Imperial Wars and Colonial Protest Chapter 4- Imperial Wars and Colonial Protest, pp 68-84 IT MUST BE PRINTED AND COMPLETED IN INK! Name: Class Period: Due Date: / / Guided Reading & Analysis: Imperial Wars and Colonial Protest Chapter 4- Imperial Wars and Colonial Protest, pp 68-84 Reading

More information

AP U.S. History Essay Questions, 1994-present. Document-Based Questions

AP U.S. History Essay Questions, 1994-present. Document-Based Questions AP U.S. History Essay Questions, 1994-present Although the essay questions from 1994-2014 were taken from AP exams administered before the redesign of the curriculum, most can still be used to prepare

More information

UNITED STATES HISTORY ADVANCED PLACEMENT SEMINAR (0120)

UNITED STATES HISTORY ADVANCED PLACEMENT SEMINAR (0120) Advanced Placement US History Miss Bellarosa Summer Assignment UNITED STATES HISTORY ADVANCED PLACEMENT SEMINAR (0120) The AP program in United States History is designed to provide students with the analytical

More information

Ideology. Purpose: To cause change or conformity to a set of ideals.

Ideology. Purpose: To cause change or conformity to a set of ideals. Ideology An ideology is a set of ideas that constitutes one's goals, expectations, and actions. An ideology can be thought of as a comprehensive vision, as a way of looking at things (like a worldview),

More information

SS.8.A.3.2 Explain American colonial reaction to British policy from

SS.8.A.3.2 Explain American colonial reaction to British policy from SS.8.C.2.6 Examine the causes, course, and consequences of the French and Indian War. IB Unit 1: No More Kings! SS.8.A.3.1 Explain the consequences of the French and Indian War in British policies for

More information

AP US HISTORY HOMEWORK SHEET #1. Textbook: Carnes C. Mark & John A. Garraty. The American Nation: A History of the United States

AP US HISTORY HOMEWORK SHEET #1. Textbook: Carnes C. Mark & John A. Garraty. The American Nation: A History of the United States AP US HISTORY HOMEWORK SHEET #1 Textbook: Carnes C. Mark & John A. Garraty. The American Nation: A History of the United States H.W. #1 - Read 3-16 Native Americans Advanced Causation Essay - Explain why

More information

Guided Reading & Analysis: Imperial Wars and Colonial Protest Chapter 4- Imperial Wars and Colonial Protest, pp 68-84

Guided Reading & Analysis: Imperial Wars and Colonial Protest Chapter 4- Imperial Wars and Colonial Protest, pp 68-84 MUST BE COMPLETED IN INK! Name: Class Period: Due Date: / / Guided Reading & Analysis: Imperial Wars and Colonial Protest Chapter 4- Imperial Wars and Colonial Protest, pp 68-84 Reading Assignment: Ch.

More information

British North America: Colonial Governments and Imperial Policy

British North America: Colonial Governments and Imperial Policy British North America: Colonial Governments and Imperial Policy British Colonial Trade Regulations During the reign of James II, economic restrictions were imposed on the colonists to foster economic dependence.

More information

American Studies First Benchmark Assessment

American Studies First Benchmark Assessment American Studies First Benchmark Assessment 2015-2016 Multiple Choice Identify the choice that best completes the statement or answers the question. 1 A federal government is one in which A all power is

More information

The American Revolution: a bibliographic and the american revolution a rebellion that changed world history thirteen colonies.

The American Revolution: a bibliographic and the american revolution a rebellion that changed world history thirteen colonies. DOWNLOAD OR READ : THE AMERICAN REVOLUTION A REBELLION THAT CHANGED WORLD HISTORY THIRTEEN COLONIES REVOLUTIONARY WAR YORKTOWN CONSTITUTIONAL CONVENTION ALEXANDER HAMILTON JAMES MADISON FEDERALISTS PDF

More information

GRADE 8 United States History Growth and Development (to 1877)

GRADE 8 United States History Growth and Development (to 1877) GRADE 8 United States History Growth and Development (to 1877) Course 0470-08 In Grade 8, students focus upon United States history, beginning with a brief review of early history, including the Revolution

More information

Indiana Academic Standards Social Studies

Indiana Academic Standards Social Studies A Correlation of To the Introduction This document demonstrates how,, meets the for,. Correlation page references are to the Student Edition and Teacher Edition. The all new myworld Interactive encourages

More information

Paul W. Werth. Review Copy

Paul W. Werth. Review Copy Paul W. Werth vi REVOLUTIONS AND CONSTITUTIONS: THE UNITED STATES, THE USSR, AND THE ISLAMIC REPUBLIC OF IRAN Revolutions and constitutions have played a fundamental role in creating the modern society

More information

The Declaration of Independence

The Declaration of Independence The Declaration of Independence Recap! Mercantilism: economic policy from 1500-1800 in which nations encouraged exports as a means of collecting gold and silver Government controls all trade Colonies ensured

More information

STANDARD VUS.4c THE POLITICAL DIFFERENCES AMONG THE COLONISTS CONCERNING SEPARATION FROM BRITAIN

STANDARD VUS.4c THE POLITICAL DIFFERENCES AMONG THE COLONISTS CONCERNING SEPARATION FROM BRITAIN STANDARD VUS.4c THE POLITICAL DIFFERENCES AMONG THE COLONISTS CONCERNING SEPARATION FROM BRITAIN The ideas of the Enlightenment and the perceived unfairness of British policies provoked debate and resistance

More information

Chapter 2 The Politics of the American Founding

Chapter 2 The Politics of the American Founding Multiple Choice Chapter 2 The Politics of the American Founding 1. Early colonists came to America: a. for a wide range of economic and political agendas as well as for religious and philosophical reasons

More information

Basic Concepts of Government The English colonists brought 3 ideas that loom large in the shaping of the government in the United States.

Basic Concepts of Government The English colonists brought 3 ideas that loom large in the shaping of the government in the United States. Civics Honors Chapter Two: Origins of American Government Section One: Our Political Beginnings Limited Government Representative government Magna Carta Petition of Right English Bill of Rights Charter

More information

Constitutional Convention

Constitutional Convention Constitutional Convention I INTRODUCTION Constitutional Convention, meeting during the summer of 1787 at which delegates from 12 states wrote the Constitution of the United States. At the convention in

More information

The Role of Virginia in the American Revolution

The Role of Virginia in the American Revolution The Role of Virginia in the American Revolution The Colonies Against Great Britain Conflicts developed between the colonies and Great Britain. The colonists and the The colonists and the English disagreed

More information

HIST-VS Kaechele_Grant_VS.5/VS.6 Test Exam not valid for Paper Pencil Test Sessions

HIST-VS Kaechele_Grant_VS.5/VS.6 Test Exam not valid for Paper Pencil Test Sessions HIST-VS Kaechele_Grant_VS.5/VS.6 Test Exam not valid for Paper Pencil Test Sessions [Exam ID:2NS6LL 1 What document states that all people are created equal and have rights to life, liberty, and the pursuit

More information

English Colonies in an Age of Empire 1660s 1763 English Colonies in an Age of Empire 1660s 1763 Video Series: Key Topics in U.S.

English Colonies in an Age of Empire 1660s 1763 English Colonies in an Age of Empire 1660s 1763 Video Series: Key Topics in U.S. 1 2 3 4 5 6 English Colonies in an Age of Empire 1660s 1763 Economic Development and Imperial Trade in the British Colonies How did trade policy shape the relationship between Britain and the colonies?

More information

Period 3: TEACHER PLANNING TOOL. AP U.S. History Curriculum Framework Evidence Planner

Period 3: TEACHER PLANNING TOOL. AP U.S. History Curriculum Framework Evidence Planner 1491 1607 1607 1754 1754 1800 1800 1848 1844 1877 1865 1898 1890 1945 1945 1980 1980 Present TEACHER PLANNING TOOL Period 3: 1754 1800 British imperial attempts to reassert control over its colonies and

More information

WHY DID AMERICAN COLONISTS WANT TO FREE THEMSELVES FROM GREAT BRITAIN?

WHY DID AMERICAN COLONISTS WANT TO FREE THEMSELVES FROM GREAT BRITAIN? 6 WHY DID AMERICAN COLONISTS WANT TO FREE THEMSELVES FROM GREAT BRITAIN? LESSON PURPOSE The growth of the American colonies raised issues with the parent country, Great Britain, that were difficult to

More information

Enlightenment & America

Enlightenment & America Enlightenment & America Our Political Beginnings What is a Government? Defined: The institution through which a society makes and enforces its public policies. It is made up of those people who exercise

More information

Chapter 2: The Beginnings of American Government

Chapter 2: The Beginnings of American Government Chapter 2: The Beginnings of American Government United States Government Fall, 2017 Origins of American Political Ideals Colonial Period Where did ideas for government in the colonies come from? Largely,

More information

The Constitution. Multiple-Choice Questions

The Constitution. Multiple-Choice Questions 2 The Constitution Multiple-Choice Questions 1. At the Constitutional Convention, the delegates agreed that slaves would be counted as of a person for determining population for representation in the House

More information

Explore how English traditions influenced the development of colonial governments.

Explore how English traditions influenced the development of colonial governments. Objectives Explore how English traditions influenced the development of colonial governments. Analyze the economic relationship between England and its colonies. Describe the influence of the Enlightenment

More information

Chapter 5. Decision. Toward Independence: Years of

Chapter 5. Decision. Toward Independence: Years of Chapter 5 Toward Independence: Years of Decision 1763-1820 Imperial Reform, 1763-1765 The Great War for Empire 1754-1763 led to England replacing salutary neglect with. Why? The Legacy of War Disputes

More information

UNM Department of History. I. Guidelines for Cases of Academic Dishonesty

UNM Department of History. I. Guidelines for Cases of Academic Dishonesty UNM Department of History I. Guidelines for Cases of Academic Dishonesty 1. Cases of academic dishonesty in undergraduate courses. According to the UNM Pathfinder, Article 3.2, in cases of suspected academic

More information

UNIT 2 THE ATLANTIC REVOLUTIONS

UNIT 2 THE ATLANTIC REVOLUTIONS UNIT 2 THE ATLANTIC REVOLUTIONS Copy and complete it in your notebook using these words: colonists, commerce, constitution, Great Britain, Independence, middle, representation, 13. In the late 18th century,

More information

Chapter 2. Government

Chapter 2. Government Chapter 2 Government The way the United States government is organized, its powers, and its limitations, are based on ideas about government that were brought to these shores by the English colonist. Three

More information

Name Class Date. MATCHING In the space provided, write the letter of the term or person that matches each description. Some answers will not be used.

Name Class Date. MATCHING In the space provided, write the letter of the term or person that matches each description. Some answers will not be used. Origins of American Government Section 1 MATCHING In the space provided, write the letter of the term or person that matches each description. Some answers will not be used. 1. Idea that people should

More information

The Declaration of Independence and Natural Rights

The Declaration of Independence and Natural Rights CONSTITUTIONAL RIGHTS FOUNDATION Bill of Right in Action Fall 2000 (16:4) The Declaration of Independence and Natural Rights Thomas Jefferson, drawing on the current thinking of his time, used natural

More information

Example and Citation Definition/Description of the Example Analytical Statement Linking the Example to this Historical Concept

Example and Citation Definition/Description of the Example Analytical Statement Linking the Example to this Historical Concept Name: Period: Chapter 5: The Problem of Empire, 1754 1776 Period 3: 1754 to 1800 (French and Indian War to the Election of Jefferson) Key Concept 3.1: British attempts to assert tighter control over its

More information

LECTURE 3-3: THE ARTICLES OF CONFEDERATION AND THE CONSTITUTION

LECTURE 3-3: THE ARTICLES OF CONFEDERATION AND THE CONSTITUTION LECTURE 3-3: THE ARTICLES OF CONFEDERATION AND THE CONSTITUTION The American Revolution s democratic and republican ideals inspired new experiments with different forms of government. I. Allegiances A.

More information

REVOLUTIONS UNIT TEST

REVOLUTIONS UNIT TEST REVOLUTIONS UNIT TEST QUESTIONS 1-2 REFER TO THE TIMELINE ABOVE. 1. Which conclusion is best supported by the timeline? a) Britain eventually granted representation to the colonies in Parliament. b) Only

More information

Preparing the Revolution

Preparing the Revolution CHAPTER FOUR Preparing the Revolution In most of our history courses, students learn about brave patriots who prepared for the Revolutionary War by uniting against a tyrannical king and oppressive English

More information

EXAM: Constitutional Underpinnings 2

EXAM: Constitutional Underpinnings 2 AP Government Mr. Messinger EXAM: Constitutional Underpinnings 2 INSTRUCTIONS: Mark all answers on your Scantron. Do not write on the test. Good luck!! 1. In the Constitution as originally ratified in

More information

Period 3: 1754 to 1800 (French and Indian War Election of Jefferson)

Period 3: 1754 to 1800 (French and Indian War Election of Jefferson) Period 3: 1754 to 1800 (French and Indian War Election of Jefferson) Key Concept 3.1: British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government

More information

Compilation of DBQs and FRQs from Italics that are underlined =not 100% aligned with the section it is written in

Compilation of DBQs and FRQs from Italics that are underlined =not 100% aligned with the section it is written in Compilation of DBQs and FRQs from 2000. Italics that are underlined =not 100% aligned with the section it is written in How to find online: "YEAR FRQs" and "AP US History" and "Scoring Guidelines" Colonial

More information

Reading Essentials and Study Guide

Reading Essentials and Study Guide Lesson 2 Uniting for Independence ESSENTIAL QUESTION Why and how did the colonists declare independence? Reading HELPDESK Academic Vocabulary draft outline or first copy consent permission or approval

More information

SYLLABUS FOR HIST 1301

SYLLABUS FOR HIST 1301 CENTRAL TEXAS COLLEGE SYLLABUS FOR HIST 1301 Semester Hours Credit: 3 United States History I INSTRUCTOR: OFFICE HOURS: I. INTRODUCTION A. A survey of the social, political, economic, cultural, and intellectual

More information

Unit 1 Introduction to Comparative Politics Test Multiple Choice 2 pts each

Unit 1 Introduction to Comparative Politics Test Multiple Choice 2 pts each Unit 1 Introduction to Comparative Politics Test Multiple Choice 2 pts each 1. Which of the following is NOT considered to be an aspect of globalization? A. Increased speed and magnitude of cross-border

More information

Warm Up Review: Mr. Cegielski s Presentation of Origins of American Government

Warm Up Review: Mr. Cegielski s Presentation of Origins of American Government Mr. Cegielski s Presentation of Origins of American Government Essential Questions: What political events helped shaped our American government? Why did the Founding Fathers fear a direct democracy? How

More information

JROTC LET st Semester Exam Study Guide

JROTC LET st Semester Exam Study Guide Cadet Name: Date: 1. (U6C2L1:V12) Choose the term that best completes the sentence below. A government restricted to protecting natural rights that do not interfere with other aspects of life is known

More information

Guided Reading Activity

Guided Reading Activity Guided Reading Activity Lesson 1 Government in Colonial America Review Questions Directions: Read each main idea. Use your text to supply the details that support or explain each main idea. A. Main Idea:

More information

LECTURE 3-2: THE AMERICAN REVOLUTION

LECTURE 3-2: THE AMERICAN REVOLUTION LECTURE 3-2: THE AMERICAN REVOLUTION British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government led to a colonial independence movement

More information

Declaration of Independence Lesson Plan. Central Historical Question: Why did the Founders write the Declaration of Independence?

Declaration of Independence Lesson Plan. Central Historical Question: Why did the Founders write the Declaration of Independence? Lesson Plan Central Historical Question: Why did the Founders write the? Materials: Copies of Two Historians Interpretations Copies of Declaration Preamble worksheet Copies of Grievances Worksheet Plan

More information

The Articles of Confederation

The Articles of Confederation The Articles of Confederation 1781-1789 The United States was the first nation in modern times to have a government designed and run according to democratic principles. During the Revolutionary War the

More information

LESSON ONE: THE DECLARATION OF INDEPENDENCE

LESSON ONE: THE DECLARATION OF INDEPENDENCE CONSTITUTIONAL RIGHTS FOUNDATION LESSON ONE: THE DECLARATION OF INDEPENDENCE Overview OBJECTIVES Students will be able to: Identify and describe elements of the philosophy of government expressed in the

More information

CHAPTER TWO EARLY GOVERNANCE AND THE CONSTITUTIONAL FRAMEWORK

CHAPTER TWO EARLY GOVERNANCE AND THE CONSTITUTIONAL FRAMEWORK CHAPTER TWO EARLY GOVERNANCE AND THE CONSTITUTIONAL FRAMEWORK CHAPTER OVERVIEW Chapter 2 begins by introducing some of the most basic terms of political and economic systems: government and politics; democracy

More information

STAAR Review Student Cards. Part 1

STAAR Review Student Cards. Part 1 STAAR Review Student Cards Part 1 Eras of U.S. Timeline Exploration Age of Exploration: Time period in which Europeans explored in search for Gold, Glory, and God Northwest Passage: Reason Gold Explanation

More information

1- England Became Great Britain in the early 1700s. 2- Economic relationships Great Britain imposed strict control over trade.

1- England Became Great Britain in the early 1700s. 2- Economic relationships Great Britain imposed strict control over trade. 1- England Became Great Britain in the early 1700s 2- Economic relationships Great Britain imposed strict control over trade. Great Britain taxed the colonies after the French and Indian War Colonies traded

More information

Origins of American Government Guided Reading Activity Section 1

Origins of American Government Guided Reading Activity Section 1 Section 1 Read each of the following descriptions, and write who or what is speaking in the space provided. 1. My theories that a republic could only survive if its citizens actively participated in government

More information

Period 3: Give examples of colonial rivalry between Britain and France

Period 3: Give examples of colonial rivalry between Britain and France Period 3: 1754 1800 Key Concept 3.1: British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self government led to a colonial independence movement

More information

Unit III Outline Organizing Principles

Unit III Outline Organizing Principles Unit III Outline Organizing Principles British imperial attempts to reassert control over its colonies and the colonial reaction to these attempts produced a new American republic, along with struggles

More information

Chapter 02 The Constitution

Chapter 02 The Constitution Chapter 02 The Constitution Multiple Choice Questions 1. (p. 34) Which of these countries employs an unwritten constitution? A. the United States B. Great Britain C. France D. Sweden E. Germany Difficulty:

More information

America Past and Present 9 th Edition, AP* Edition 2011

America Past and Present 9 th Edition, AP* Edition 2011 A Correlation of America Past and Present 9 th Edition, AP* Edition 2011 To the ADVANCED PLACEMENT U.S. HISTORY TOPIC OUTLINE *, Program, AP, and Pre-AP are registered trademarks of the College Board,

More information

Advanced Placement United States History

Advanced Placement United States History Advanced Placement United States History Description The United States History course deals with facts, ideas, events, and personalities that have shaped our nation from its Revolutionary Era to the present

More information

Examples (people, events, documents, concepts)

Examples (people, events, documents, concepts) Period 3: 1754 1800 Key Concept 3.1: Britain s victory over France in the imperial struggle for North America led to new conflicts among the British government, the North American colonists, and American

More information

AMERICANS AND THE EMPIRE

AMERICANS AND THE EMPIRE PATH TO REVOLUTION THESIS: A belief in principle and a search for equality shaped the founding of the United States. The revolutionary generation found common ground and united around the principle of

More information

VOCABULARY Mercantilism Favorable Balance of Trade Triangular Trade Middle Passage Manufacturing: French and Indian War Albany Plan of Union

VOCABULARY Mercantilism Favorable Balance of Trade Triangular Trade Middle Passage Manufacturing: French and Indian War Albany Plan of Union VOCABULARY Mercantilism: uses a favorable balance of trade between the mother country and the colony Favorable Balance of Trade: revenue of exports is more than imports Triangular Trade: trade route between

More information

3. Popular sovereignty - Rule by the people - People give their consent to be governed by government officials - People have the right to revolution

3. Popular sovereignty - Rule by the people - People give their consent to be governed by government officials - People have the right to revolution Unit I Notes Purposes of Government - Maintain social order - Provide public services - Provide security and defense - Provide for the economy - Governments get authority from: o Their legitimacy o Ability

More information

Behind the Mask of Chivalry: the Making of the Second Ku Klux Klan

Behind the Mask of Chivalry: the Making of the Second Ku Klux Klan The Annals of Iowa Volume 55 Number 1 (Winter 1996) pps. 67-69 Behind the Mask of Chivalry: the Making of the Second Ku Klux Klan ISSN 0003-4827 Copyright 1996 State Historical Society of Iowa. This article

More information

Reading/Note Taking Guide APUSH Period 3: (American Pageant Chapters 6 10)

Reading/Note Taking Guide APUSH Period 3: (American Pageant Chapters 6 10) Key Concept 3.1: British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self government led to a colonial independence movement and the Revolutionary

More information

The Two Sides of the Declaration of Independence

The Two Sides of the Declaration of Independence Directions: The following question is based on the documents (A-F). Some of these documents have been edited. This assignment is designed to improve your ability to work with historical documents. As you

More information

and France in North America between 1754 and The French and Indian War was the American phase

and France in North America between 1754 and The French and Indian War was the American phase 1 Vocabulary Unit 2: New Beginnings United States: French & Indian War: French and Indian War definition. A series of military engagements between Britain and France in North America between 1754 and 1763.

More information

Unit 1 - How to build a democracy 101. Statement of Inquiry

Unit 1 - How to build a democracy 101. Statement of Inquiry Unit 1 - How to build a democracy 101 Key Concept: Identity Related Concepts: Ideologies and Citizenship Global Context: Fairness and development Statement of Inquiry Governments are developed from the

More information

AP Euro: Past Free Response Questions

AP Euro: Past Free Response Questions AP Euro: Past Free Response Questions 1. To what extent is the term "Renaissance" a valid concept for s distinct period in early modern European history? 2. Explain the ways in which Italian Renaissance

More information

Identify the choice that best completes the statement or answers the question.

Identify the choice that best completes the statement or answers the question. Spring 2011 Government Mid-Term Multiple Choice Identify the choice that best completes the statement or answers the question. 1. Which of these is the best example of a public good? a. a gas station c.

More information

Period V ( ): Industrialization and Global Integration

Period V ( ): Industrialization and Global Integration Period V (1750-1900): Industrialization and Global Integration 5.1 Industrialization and Global Capitalism I. I can describe and explain how industrialism fundamentally changed how goods were produced.

More information

BRITISH PoLITICS AND THE AMERICAN REVOLUTION

BRITISH PoLITICS AND THE AMERICAN REVOLUTION BRITISH PoLITICS AND THE AMERICAN REVOLUTION British History in Perspective General Editor: Jeremy Black PUBLISHED TITLES C. J. Bartlett British Foreign Policy in the Twentieth Century Jeremy Black Robert

More information

Period 3 Concept Outline,

Period 3 Concept Outline, Period 3 Concept Outline, 1754-1800 Key Concept 3.1: British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government led to a colonial independence

More information

Period 3 Content Outline,

Period 3 Content Outline, Period 3 Content Outline, 1754-1800 The content for APUSH is divided into 9 periods. The outline below contains the required course content for Period 3. The Thematic Learning Objectives are included as

More information

Democracy in the Age of Revolutions

Democracy in the Age of Revolutions Democracy in the Age of Revolutions In today s popular imagination, representative democracy is associated with the United States; its history is also that of the rise and success of democratic republic.

More information

Section 5-1: Forms of Government

Section 5-1: Forms of Government Name: Date: Section 5-1: Forms of Government Chapter 5 Study Guide 1. The advised the King of England on colonial matters and governed them on his behalf. 2. is the legislature, or lawmaking body, of England

More information

Lecture Outline: Chapter 2

Lecture Outline: Chapter 2 Lecture Outline: Chapter 2 Constitutional Foundations I. The U.S. Constitution has been a controversial document from the time it was written. A. There was, of course, very strong opposition to the ratification

More information

Period 3: In a Nutshell. Key Concepts

Period 3: In a Nutshell. Key Concepts Period 3: 1754-1800 In a Nutshell British imperial attempts to reassert control over its colonies and the colonial reaction to these attempts produced a new American republic, along with struggles over

More information

The Coming of Independence. Ratifying the Constitution

The Coming of Independence. Ratifying the Constitution C H A P T E R 2 Origins of American Government 1 SECTION 1 SECTION 2 SECTION 3 SECTION 4 SECTION 5 Our Political Beginnings The Coming of Independence The Critical Period Creating the Constitution Ratifying

More information

2. Transatlantic Encounters and Colonial Beginnings,

2. Transatlantic Encounters and Colonial Beginnings, 1. Pre-Columbian Societies A. Early inhabitants of the Americas B. American Indian empires in Mesoamerica, the Southwest, and the Mississippi Valley C. American Indian cultures of North America at the

More information

Louisiana Law Review. Fred B. McCall. Volume 6 Number 2 Symposium Issue: The Work of the Louisiana Supreme Court for the Term May 1945

Louisiana Law Review. Fred B. McCall. Volume 6 Number 2 Symposium Issue: The Work of the Louisiana Supreme Court for the Term May 1945 Louisiana Law Review Volume 6 Number 2 Symposium Issue: The Work of the Louisiana Supreme Court for the 1943-1944 Term May 1945 THE SELECTION AND TENURE OF JUDGES, by Evan Haynes, The National Conference

More information

The constitution supercedes ordinary law even when the law represents the wishes of a majority of citizens.

The constitution supercedes ordinary law even when the law represents the wishes of a majority of citizens. AP Government Chapter 2 The Constitution The constitution supercedes ordinary law even when the law represents the wishes of a majority of citizens. The Constitution is this nation s basic law: It creates

More information

Nation Building and economic transformation in the americas,

Nation Building and economic transformation in the americas, Chapter 23 Nation Building and economic transformation in the americas, 1800-1890 BEFORE YOU BEGIN Most students have significantly more knowledge of U.S. history than other regions in the Americas. This

More information

Skills Debrief. Short Answer Questions:

Skills Debrief. Short Answer Questions: Skills Debrief Short Answer Questions: You guys did a great job! Each part was worth 5pts Most deductions were taken if the answer was generalized without having specific examples or without being explained

More information

A More Perfect Union. Chapter 7 Lesson 1 The Articles of Confederation

A More Perfect Union. Chapter 7 Lesson 1 The Articles of Confederation A More Perfect Union Chapter 7 Lesson 1 The Articles of Confederation 1. Eleven of the thirteen states adopted state constitutions. Connecticut and Rhode Island kept its colonial charter as its constitution

More information

Chapter 7 THE GLOBAL STRUGGLE FOR WEALTH AND EMPIRE

Chapter 7 THE GLOBAL STRUGGLE FOR WEALTH AND EMPIRE Chapter 7 THE GLOBAL STRUGGLE FOR WEALTH AND EMPIRE 7.31 ELITE AND POPULAR CULTURES 1. What are the differences between elite culture and popular culture? 2. Compare the way of life of the poor and of

More information

3: A New Plan of Government. Essential Question: How Do Governments Change?

3: A New Plan of Government. Essential Question: How Do Governments Change? 3: A New Plan of Government Essential Question: How Do Governments Change? The Constitution s Source Guiding Question: From where did the Framers of the Constitution borrow their ideas about government?

More information

1. Students access, synthesize, and evaluate information to communicate and apply Social Studies knowledge to Time, Continuity, and Change

1. Students access, synthesize, and evaluate information to communicate and apply Social Studies knowledge to Time, Continuity, and Change COURSE: MODERN WORLD HISTORY UNITS OF CREDIT: One Year (Elective) PREREQUISITES: None GRADE LEVELS: 9, 10, 11, and 12 COURSE OVERVIEW: In this course, students examine major turning points in the shaping

More information

The Birth of the United States of America in the Eighteenth-Century World History

The Birth of the United States of America in the Eighteenth-Century World History NANZAN REVIEW OF AMERICAN STUDIES Volume 35 (2013): 71-82 The Birth of the United States of America in the Eighteenth-Century World History KIHIRA Eisaku * The main theme of this symposium is to re-examine

More information

Unit 2 American Revolution

Unit 2 American Revolution Unit 2 American Revolution Name: Chapter 4 The Empire in Transition 1. Loosening Ties 1707 England + Scotland = a. A Tradition of Neglect i.growing Power of Parliament influence of Kings a. Robert Walpole

More information