User:Jefflandry416

JEFF LANDRY

THE WORKS AND VOLUMES OF JEFF LANDRY

In the 2007-2008 school Year, Jeff took some advanced classes at school. He always did well in all of his classes, and we feel that his accomplishments are worthy of publication.

Jeff's Schedule

1st Period = Free 2nd Period = Photography 3rd Period = Precalculus 4th Period = English 5th Period = AP Biology 6th Period = Free 7th Period = AP Latin 8th Period = US History

AP Latin

Jeff has always excelled in Latin. This year, Jeff is taking the AP Latin Literature course, focusing on the Works of Catullus and Ovid. (To see more poems of Gaius Valerius Catullus, check out: [1])

Here are the translations of some of Jeff's favorite poems: Catullus 86: Quintia formosa est multis. mihi candida, longa, recta est: haec ego sic singula confiteor. totum illud formosa nego: nam nulla venustas, nulla in tam magno est corpore mica salis. Lesbia formosa est, quae cum pulcerrima tota est, tum omnibus una omnis surripuit Veneres.

Translation: Quintia is beautiful to many. To me she is fair, tall, and upright: I confess that these individual features are thus. I deny that all that is beautiful: for there is no charm, no grain of salt in such a great body. Lesbia is (truly) beautiful, who is both entirely most beautiful, and who has stolen all Venuses from all women.

This is another one of Ali’s favorite poems: Catullus 13: Cenabis bene, mi Fabulle, apud me paucis, si tibi di favent, diebus, si tecum attuleris bonam atque magnam cenam, non sine candida puella et vino et sale et omnibus cachinnis. Haec si, inquam, attuleris, venuste noster, cenabis bene; nam tui Catulli plenus sacculus est aranearum. Sed contra accipies meros amores, seu quid suavius elegantiusve est: nam unguentum dabo, quod meae puellae donarunt Veneres Cupidinesque; quod tu cum olfacies, deos rogabis totum ut te faciant, Fabulle, nasum.

Translation: You will dine well, my Fabullus, at my house in a few days, if the gods favor you, if you will have brought with you a good and big dinner, not without a fair girl, wine, salt, and all kinds of loud laughter. If you will have brought these, I say, my handsome man, you will dine well; for the small sack of your Catullus is full of cobwebs. But in return, you will receive undiluted affection, or if there is anything more sweet or more elegant: for I will give you perfume, which Venuses and Cupids gave to my girl; which when you smell it, you will ask the gods that they make you, Fabullus, all nose.

This is a very difficult poem: Catullus 8 Miser Catulle, desinas ineptire, et quod vides perisse perditum ducas. Fulsere quondam candidi tibi soles, cum ventitabas quo puella ducebat amata nobis quantum amabitur nulla. Ibi illa multa cum iocosa fiebant, quae tu volebas nec puella nolebat, fulsere vere candidi tibi soles. Nunc iam illa non vult: tu quoque impotens noli, nec quae fugit sectare, nec miser vive, sed obstinata mente perfer, obdura. Vale puella, iam Catullus obdurat, nec te requiret nec rogabit invitam. At tu dolebis, cum rogaberis nulla. Scelesta, uae te, quae tibi manet uita? Quis nunc te adibit? cui videberis bella? Quem nunc amabis? Cuius esse diceris? Quem basiabis? Cui labella mordebis? At tu, Catulle, destinatus obdura

O, Miserable Catullus, you should stop being inept, and consider lost that which you see was lost. Bright suns once shone for you, when you used to go where to the girl loved by us was leading, as much as no girl will be loved. When those many playful things were happening there, bright suns truly shone for you. Now she no longer wishes, you, being powerless, do not wish too, neither chase after who flees, nor live being miserable, but endure with a determined mind, persist. Goodbye girl, now Catullus is persisting, neither will he look for you again, nor will he ask the unwilling you. But you will grieve, when you are asked none. Wicked, woe to you, which life is staying to you? Now who will visit you? To whom will you be seen pretty? Now whom will you love? Of whom will you be said to be? Whom will you kiss? Whose little lips will you bite? But you, Catullus, being steadfast, persist.

US History

Chapter summaries of The American Promise Chapters 1 - 4:

N.1

Chapter 1: The First “Americans”

I. Before the Written Record: Ancient America A. Archeologists – focus on artifacts that are physical objects such as bones, stones, pots, baskets, jewelry, textiles, clothing, graves, and buildings to learn about the humans who created them B. Historians – direct their attention mostly to writings, which encompass personal and private jottings such as diary entries and love letters, official and public pronouncements such as laws and speeches, as well as an enormous variety of other documents such as court records, censuses, business ledgers, newspapers, books, and pamphlets. C. Migration to the Americas 1. Isolation a. Detached from Pangaea about 240 million years ago due to continental drift 2. Reaching the Western Hemisphere a. Humans successfully adapted to the frigid environment near the Arctic Circle b. Changes in the earth’s climate reconnected North America to Asia via the Bering Strait in the area of Beringia - Wisconsin glaciation  sea level drops - Created a “land bridge” c. Humans followed large mammals for food - Bison, mammoths, giant sloths, etc. 3. Archeologists refer to these first migrants and their descendants as Paleo-Indians a. Asian origins  similar physical characteristics D. The Paleo-Indians 1. Different Environment/Climate  cultural changes a. Spearhead (Clovis point) b. Abundance of game and ample food supply 2. Mega fauna became extinct! a. End of the Wisconsin glacial period b. Hunters were killing animals more rapidly than these animals could reproduce c. Led to more foraging and gathering - Roots, seeds, nuts, berries, and fruits d. Cultural diversity with the adaptation to the many natural environments throughout the hemisphere, ranging from icy tundra to steamy jungles - Different languages, religions, dwellings, subsistence strategies, rules of kinship and inheritance, etc.

E. Archaic Hunters and Gatherers 1. Archaic – describes the many different hunting and gathering cultures that descended from the Paleo-Indians a. Also refers to the long period of time when those cultures dominated the history of ancient America 2. Permanent Settlements a. Gathered wild plants and hunted wild animals b. Regions rich in resources 3. Great Plains Bison Hunters a. Folsom hunters (Great Plains) were nomads who moved constantly to maintain contact with their prey - Folsom points (spears) - Bows and arrows reached the Great Plains from the north by about A.D. 500 and largely replaced spears 4. Great Basin Cultures a. Archaic peoples in the Great Basin between the Rocky Mountains and the Sierra Nevada inhabited a region of great environmental diversity - Fish - Plants were the most important source of food 5. Pacific Coast Cultures a. The richness of the natural environment made California the most densely settled area in North America - Fish and Marine Life - Woodworking skills - Totem poles 6. Eastern Woodland Cultures a. East of the Mississippi River, Archaic peoples adapted to a forest environment that included local variants, such as the major river valleys of the Mississippi, Ohio, Tennessee, and Cumberland; the Great Lakes region; and the Atlantic coast - Plants, seeds, nuts - Agriculture and Pottery F. Agricultural Settlements and Chiefdoms 1. Agriculture supplemented rather than replaced hunter-gatherer subsistence strategies a. Reliance on wild animals and plants required most Archaic groups to remain small and mobile 2. Southwestern cultures  permanent settlements a. Multi-unit dwellings = pueblos b. Dry climate and unpredictable fluctuations in rainfall made the supply of wild plant food very unreliable c. Irrigation experts d. Mogollon culture - Pit Houses e. Anasazi culture  Cliff dwellings and kivas used for secret ceremonies 3. Woodland peoples  construct burial bounds a. Existence of social and political hierarchies = chiefdoms - Size of mounds, labor and organization required to build b. Trade network – self-sufficient c. Religion – worshipped a sun god

II. The Native Americans in 1492 A. Groups of the Eastern Woodland Region 1. Algonquian – Atlantic Seaboard a. Hunted, fished, grew corn and other crops b. Often Sever weather conditions 2. Iroquoian – Pennsylvania and upstate New York a. Successfully cultivated corn and other crops  permanent settlements b. Matriarchal - Women were the overseers of the household and kinship network, and also the owners of all property, including land, children, and inheritance c. The League of Five Nations - 5 Tribes: Seneca, Onondaga, Mohawk, Oneida, and Cayuga - For the purposes of war and diplomacy 3. Muskogean – Southwest, south of Ohio River, and east of the Mississippi River a. Abundant food – hunting and gathering b. Worshiped the sun c. Creek, Choctaw, Chickasaw, and Natchez tribes B. At the time of Columbus’ Arrival 1. Native American population of North America = 4 million 2. Hunting and gathering, agriculture a. Bows and arrows 3. No writing a. Weaving, textiles, dancing, music b. Elaborate burial rituals and religious rites

III. The Mexica – A Meso-American Culture A. Central and South America 1. The Mexica (Aztec) Civilization of Mexico a. Warrior society b. Military and political system for collecting tribute in the form of goods from conquered people c. Human sacrifice - War God = Huitzilopochtli d. The downfall of Mexica society was due to their treatment of conquered peoples as subjects whose sole function was to provide tribute - Failed to inculcate their subjects with a feeling of allegiance to a larger, legitimate polity - Antipathy of conquered peoples toward the Mexica would later help the Spanish to conquer the Aztec empire

N.2

Chapter 2: Europeans and the New World

I. Europe in the Age of Exploration A. Mediterranean Trade and European Expansion 1. The Mediterranean trade in exotic goods carried overland by traders from the East was dominated by Italian bankers and merchants from the 12th through 15th centuries 2. By the 15th century, various factors impeded and stimulated further European expansion a. The Bubonic Plague (The Black Death) - Encouraged adventure and voyages of exploration - Better position in European society 3. Further advances in geographical knowledge and navigational aids B. A Century of Portuguese Exploration 1. Prince Henry the Navigator a. Amassed information about sailing techniques and geography and encouraged the explorations and conquests down the west coast of Africa - Discovery of a sea route to the rich trade of the East 2. The Caravel a. Sturdier seagoing vessel  key development in quests 3. Trading with Africa a. Obtaining gold, slaves, and ivory b. Bartolomeu Dias rounded the southern tip of Africa (the Cape of Good Hope) in 1488 - Portuguese fleet to India 4. Eliminated the need for overland travel and the role of middlemen merchants

II. A New World in the Western Atlantic A. The Explorations of Columbus 1. Inspired by the example of the Portuguese, he reasoned that alternative routes to the Indies might be possible a. Earth was spherical  small circumference 2. Persuaded King Ferdinand and Queen Isabella of Spain in 1492 to back an expedition 3. Spanish monarchs hasted to assert their control by asking for the Pope’s official confirmation of their right to the lands Columbus had discovered a. Treaty of Tordesillas - Established that all land discovered to the east of an imaginary line belonged to Portugal, while all land to the west of that line was the province of Spain b. Still convinced that what he had explored was part of Asia

B. The Geographic Revolution and the Columbian Exchange 1. Presence of several large masses of land in the western Atlantic 2. Martin Waldseemuller (German cartographer) published the first map to show the New World as a continent distinct from Asia in 1507 a. Named America - After Amerigo Vespucci, Italian businessman 3. Reconnection of two hemispheres a. Introduced new items and technologies - Iron, sailing ships, horses b. Deadly diseases c. American goods introduced to Europeans such as pineapples, corn, and potatoes

III. Spanish Exploration and Conquest A. The Caribbean Islands 1. Enslaved local tribes and forced them to grow crops and mine the limited gold available B. The Conquest of Mexico 1. Hernan Cortes – most famous conquistador (conqueror) 2. Tenochtitlan (capital of Mexico) a. Montezuma – emperor of the Mexica b. Cortes and the Spaniards destroyed Tenochtitlan an subjugated all the Mexica people C. The Search for Other Mexicos 1. Francisco Pizarro conquered the huge Inca empire in Peru, capturing a huge treasure of gold and silver 2. Hernando de Soto and Francisco Vasquez de Coronado separately explored parts of the North American interior in search of gold a. Searched in vain in the Southwest and Great Plains 3. Juan Rodriguez de Cabrillo sailed along the coast of California D. New Spain in the Sixteenth Century 1. Spain dominated the New World in the 16th century a. Colonial society of New Spain that provided other Europeans with an excellent example of how the New World could be exploited to serve the purposes of the Old. 2. Encomienda – system which gave the conquistadors the right to control the Indians and the lands for surrounding the towns they were granted a. In theory, they were obliged to care for the Indians materially and spiritually b. In reality, the encomenderos often mistreated the Indians, abusing and overworking them 3. Repartimiento – The Reform of 1549 by the Spanish monarchy a. Mining and labor industry still powerful and profitable 4. Rigid Class and Caste System a. Peninsulares – Individuals born in Spain b. Creoles – Offspring born in the Americas of Spanish parents c. Mestizos – People born of Spanish men and Indian women d. Pure Indians - This type of strict social stratification by race and origin would become common in European colonies throughout the New World E. The Toll of Spanish Conquest and Colonization 1. Devastated Indian Cultures a. By 1560, the main centers of Indian civilization had been destroyed, and the remaining people completely subjugated b. Deadly European diseases - Smallpox and measles - No immunities among Indians 2. Decrease of Indian Population a. Shortage of laborers  import African slaves F. Northern Outposts in Florida and New Mexico 1. The Spanish monarchy ordered the establishment of a few settlements in North America to give reality to its claim over the area a. St. Augustine, Florida (1565) b. New Mexico

IV. The New World and Europe A. The Protestant Reformation and the European Order 1. In 1517, Martin Luther started the Protestant Reformation by publicizing his criticisms of the Catholic Church a. Wanted reform of unscriptural practices b. Insisted that people did not need priests to interpret the Bible for them and that faith in God, not good works, was essential for salvation 2. Opposed by Charles V, King of Spain and Holy Roman emperor B. Europe and the Spanish Example 1. New World wealth allowed Charles V and his son and successor, Philip II, to maintain Spanish supremacy throughout the 16th century a. Power and prestige 2. French Claims a. North Carolina and Canada - Fabled Northwest Passage to the East Indies - St. Lawrence River colony 3. English Settlements in North America a. Not successful at first (similar to the French) b. Newfoundland

N.3

Chapter 3: The Southern Colonies in the Seventeenth Century

I. An English Colony on the Chesapeake (Virginia and Maryland) A. The Virginia Company of London 1. King James I of England granted a charter authorizing their occupation of six million acres in North America 2. Hoped the settlements would benefit the empire, both by yielding goods and by providing a convenient destination for masses of unemployed English people B. The Fragile Jamestown Settlement 1. Small peninsula in the James River = Jamestown 2. Plagued by disease and famine a. Indian attacks with spears and arrows b. Few settlers survived C. Cooperation and Conflict between Natives and Newcomers 1. Powhatan and the Indians of the Chesapeake a. Impressed by the English God b. Valuable English goods c. Powerful strangers better allies 2. Slow Expansion of Jamestown a. New tensions over resources - In 1622, Opechancanough, Powhatan’s brother, launched an attack on the colony, killing nearly one third of the population b. English now determined to destroy all local Indians D. From Private Company to Royal Government 1. Dissolution of the Virginia Company in 1624 a. High mortality rate and mismanagement b. Royal colony governed directly by the crown - Governors appointed by the king - House of Burgesses

II. A Tobacco Society A. Cultivated Successfully in Virginia 1. The first shipment of Virginia-grown tobacco arrived in England in 1617 and sold for a handsome price 2. Tobacco cultivation proved a crucial turning point for the Virginia colony, as the crop changed the aimless settlers into a community of dedicated planters B. A Servant Labor System 1. English settlers were willing to work hard because they could expect to do much better in the Chesapeake than in England a. Plentiful land b. Headright – 50 acres of free land 2. The seventeenth-century Chesapeake was fundamentally a servant society, with indentured servants a. Many colonists did not have enough money to pay for their voyage across the Atlantic b. As indentured servants, English workers contracted their labor for a period of four to seven years in return for passage to Virginia and the chance to acquire land and wealth - Harsh servant life with strict laws and punishments - Women had special restrictions (rarer) 3. Given the shortage of other kinds of workers, masters had little choice but to rely on indentured servants C. Cultivating Land and Faith 1. Tobacco was a demanding crop requiring close year-round attention and intensive hand labor, thus settlement in the Chesapeake was determined by the demands of tobacco a. Dispersed settlements b. Tobacco exhausted the land quickly  farms consisted of cultivated land surrounded by virgin forest c. Located near rivers 2. Most Chesapeake settlers were Protestants a. Even the colony of Maryland, which was intended as a haven for persecuted English Catholics, devoted more attention to tobacco cultivation than religion

III. The Evolution of Chesapeake Society A. Tobacco Cultivation 1. Tobacco cultivation propelled the evolution of Chesapeake society. The varying degrees of success among tobacco growers created a hierarchical society, in which wealth and status among colonists were quite disparate B. Social and Economic Polarization 1. Developments contributing to a growing social polarization a. Tobacco prices declined as production increased - More difficult for freed servants to save enough to become land owners b. Mortality rate of freed servants decreased - More freed men seeking land c. Rising Planter Elite Class - Longer living members, acquiring more land, making more money 2. Polarized society a. Landowners (planter elite and numerous yeoman farmers) b. Landless settlers (freed servants) C. Government Policies and Political Conflict 1. Government and politics intensified socioeconomic distinctions a. Discrepant laws governed masters and servants b. Planter elite dominated the government - Membership in the House of Burgesses - Governor’s council c. Voting limited to landowners and householders 2. The Navigation Act a. Allowed the crown to extract revenue from the Chesapeake b. Designed to give English merchants, shippers, and seamen a monopoly on the colonial import trade - Reflected English mercantilist assumptions – the idea that the colonies existed to benefit the mother country D. Bacon’s Rebellion 1. Chesapeake rebels did not challenge inequality and hierarchy, but rather rose up when they believed their rulers failed to govern for the benefit of all 2. Bacon’s Rebellion erupted in 1676 as a dispute over Indian policy a. Government tried to maintain peace with Indians over limits on land, but the frontier settlers, led by the ambitious Nathaniel Bacon, wanted revenge 3. Nathaniel Bacon a. Bacon’s Laws - Gave local settlers a greater voice in the government and cracked down on corruption b. Declared war on Berkeley after he de-authorized Bacon’s campaign of frontier warfare c. The rebellion did not dislodge the grandees from their positions of power, but rather strengthened them - Export tax on every hogshead of tobacco as a way of paying the expenses of the government without having to obtain the consent of the tightfisted House of Burgesses 4. After Bacon’s Rebellion a. Political stability slowly returned to the Chesapeake b. Improving economic conditions in England led to the decline of indentured servitude and a concomitant decrease in the number of poor newly freed servants

IV. Toward a Slave Labor System A. The Introduction of African Slavery 1. Spanish and Portuguese during the 16th century B. The West Indies: Sugar and Slavery 1. England’s most profitable seventeenth-century colonies were in the Caribbean a. Profitable sugarcane industry - Profits from African slaves 2. Barbados was a slave society controlled by white men C. Carolina: A West Indian Frontier 1. Initially served as an economic colony of Barbados a. Slaves brought to South Carolina b. Exporting livestock and timber and rice D. Slave Labor Emerges in the Chesapeake 1. Tobacco planters began a transition from servant to slave labor that portended slavery’s full adoption and institutionalization in the American South 2. African Slaves Favored over Indentured Servants a. Descendents slaves for life - Potentially never-ending and self-perpetuating labor supply for planters b. Controlled politically - No hope of attaining the privileges of freedom 3. Polarized Chesapeake society along the lines of race and status

N.4

Chapter 4: The Northern Colonies in the Seventeenth Century

I. Puritan Origins: The English Reformation A. Anne Hutchinson 1. Well-educated and well-spoken devout Puritan 2. Weekly sermons a. Alarmed John Winthrop (former governor) - Fearing that she was subverting the good order of the colony b. Excommunicated from the Boston church B. The English Reformation 1. The English Reformation began less as a result of doctrinal revolts than because of a political dispute between King Henry VIII and the Pope a. Created a new Church – Catholic in theology and worship b. Many English Protestants clamored for reforms that would purify the church of its Catholic trappings  Puritans 2. Elizabeth I attempted to consolidate a position midway between the extremes of Catholicism and Puritanism a. James I and Charles I not receptive to Puritan ideas 3. King Charles I’s dissolution of Parliament in 1629 caused great anxiety among English Puritans, who, now without political representation, could not defend themselves legally against Charles’ anti-Puritan policies

II. Puritans and the Settlement of New England A. The Pilgrims and Plymouth Colony 1. Pilgrims, separatist Puritans who had emigrated to escape persecution in England a. Desired to create a new society that conformed to God’s plan for humankind b. Mayflower in August 1620 – Massachusetts - To provide order, security, and legitimacy for the new colony, the Pilgrims created their own government by consent, drawing up the Mayflower Compact - Elected William Bradford as governor 2. Survival was difficult in the early years a. Help from Indians - Showed them how to gather seafood and grow corn 3. Plymouth remained a small colony, attracting few immigrants, but that did not bother the Pilgrims, who wanted to live quietly and simply according to their faith

B. The Founding of the Massachusetts Bay Colony 1. Shortly before Charles I dissolved Parliament in 1629, a number of Puritans formed the Massachusetts Bay Company and were granted a charter for colonization in New England a. Governor = John Winthrop 2. Established settlements around Boston in 1630 a. Steady stream of migration 3. Most immigrants to New England were farmers or tradesmen of middle- class origin and came as part of a family

III. The Evolution of New England Society A. Geography 1. New Englanders did not scatter themselves across the land, but instead settled in numerous small towns located either on the coast or river, ensuring access to water 2. Townspeople’s strong piety, sustained by the institutions of local government, enforced remarkable religious and social conformity in these communities B. Church, Covenant, and Conformity 1. Puritans considered the church to be the men and women who entered into a solemn covenant with each other and with God to lead a holy and righteous life a. Calvinists – believed Christians must discipline their behavior to conform strictly to their religious ideas b. Predestination 2. Church had no direct role in civil government, but Puritans believed the government was ultimately subordinate to the church a. Sought to make public life conform to their view of God’s law C. Government by Puritans for Puritanism 1. Leading officials – freemen who had to be male church members a. All other men were designated “inhabitants” an could vote and take part in the town government - At the town meetings, every man could speak up, a level of popular participation that was unprecedented in the seventeenth century 2. Town governments distributed land among their inhabitants a. New England had a more equitable distribution of wealth than had the Chesapeake 3. The physical layout of towns enabled colonists to keep an eye on their neighbor’s activities and enforce godly behavior D. The Splintering of Puritanism 1. Puritanism’s emphasis on individual Bible study soon resulted in dissention among some of the faithful who believed in a different interpretation of God’s word and so adhered to different visions of godliness a. Roger Williams believed that the church and the government should be completely separate and was later expelled from Massachusetts and helped found the colony of Rhode Island - The prominent minister Thomas Hooker argued that all those leading godly lives should be admitted to church membership, whether or not they had experienced conversion b. Anne Hutchinson (see above) E. Religious Controversies and Economic Changes 1. When the Puritan Revolution began in England and religious dissenters came to dominate the English government, fewer immigrants became immigrating to New England, creating hard times for the colonists a. Growing of export of crops (tobacco and rice) impossible - Timber, fish, and fur trade 2. Population boomed during the seventeenth century, owing to high marriage and birth rates, and a healthy climate relatively free of diseases a. Halfway Covenant - Unconverted children of saints could become halfway church members 3. Puritans had to contend with the arrival of new religious groups, most notably the Quakers, whose views were very different from their own.

IV. The Founding of the Middle Colonies (New York, New Jersey, Pennsylvania) A. From New Netherland to New York 1. The Dutch settled New York after the voyages of Henry Hudson in 1609. The colony became the property of the Dutch West India Company, which struggled to govern the settlement and sent officials who set policies that many colonists deeply resented a. Population remained small b. Linguistically and religiously diverse - Sweden, France, Germany, Holland, etc. 2. When England sent a fleet to take New Netherland in 1664, the colony fell and Charles II gave the colony as part of an enormous land grant to his brother, James the Duke of York, and New Netherland became New York B. New Jersey and Pennsylvania 1. New Jersey first belonged to the Duke of York, but he gave it to two friends who became the colony’s proprietors a. Conflicts between these men and some preexisting settlers led one of the proprietors to sell his interest to two Quakers b. William Penn arbitrated an agreement whereby New Jersey was able to maintain its proprietary government 2. Penn became interested in establishing a colony in the New World to provide a safe haven for Quakers, based on Quaker principles a. Pennsylvania 3. Quakers believed that all individuals could communicate directly with God. They refused to accept hierarchical status or deference to those of rank an title, since in God’s eyes all humans were equal a. Women were able to assume positions of religious leadership C. Toleration and Diversity in Pennsylvania 1. Immigrants members of the Society of Friends (Quakers) 2. Quaker ideals showed in the fair Indian policy and the tolerance of religious diversity in the new colony a. Capital = Philadelphia - Center of commerce (imports and exports) b. Penn proposed a more representative government in which property owners could vote for a council and elected assembly, both of which were subject to an appointed governor’s veto - Charter of Privileges gave assembly extensive new power

V. The Colonies and the British Empire A. Royal Regulation of Colonial Trade 1. Until the 1660’s, the English crown largely ignored the colonies, but the king then realized the profits to be made by regulating colonial trade, so he moved to consolidate royal control over colonial governments 2. The Navigation Acts a. Restricted trade within the empire to English (including American) ships and enumerated certain colonial goods such as tobacco which could be shipped only to England or to other English colonies 3. The Staple Act of 1663 a. Required that all goods imported into the colonies pass through England B. Consolidation of Royal Authority 1. The monarchy took steps to exercise greater control over colonial governments a. Middle Colonies, Maryland, and South Carolina were all proprietary colonies closely linked to the crown, and Virginia had been a royal colony since 1624 - Directed efforts toward New England colonies which had developed their own distinctively independent Puritan governments b. King Philip’s War (1675-1676) with the Indians created the pretext for a royal investigation of whether New England adhered to English laws - Revoked the Massachusetts Bay Company’s charter - The Dominion of New England - Sir Edmund Andros = royal governor

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