Pageant: Chapters 2-3 AMSCO: Chapters 2-3

Assessment Weight = 45% Period 2: 1607-1754 Europeans and American Indians maneuvered and fought for dominance, control, and security in North America, and distinctive colonial and native societies emerged. Essential Questions:

What factors led to the creation and development of distinct Spanish, French, and Dutch colonial regions in North America?

How did relations between Spanish, French, and Dutch colonists and Native Americans evolve over time?

What factors led to the creation and development of distinct colonial regions in British North America?

How and why did slavery develop in British colonies? What factors shaped the development of Native American society after contact with

the Europeans in North America? How were changing religious ideals, Enlightenment beliefs, and republican

perspectives influenced by Atlantic World exchanges? How did these ideas and beliefs shape colonial identity, politics, culture, and society?

How did European beliefs in mercantilism and empire help shape the North American colonies?

To what extent did political turmoil in England result in de facto independence of the North American colonies?

How did slavery in the British colonies differ from slavery in the Spanish and Dutch colonies?

Historical Period 2: 1607-1754

“In a Nutshell”

Required IDs for Period 2 Ch. 2 Ch. 3 2-1. Jamestown 2-2. Bacon’s Rebellion 2-3. Headright system 2-4. Transplantations 2-5. Indentured servants 2-6. tobacco 2-7. Virginia House of Burgesses 2-8. Separatist Puritans 2-9. Mayflower Compact 2-10. Non Separatist Puritans 2-11. Great Puritan Migration 2-12. John Winthrop 2-13. City Upon a Hill 2-14. Anne Hutchinson 2-15. Antinomianism 2-16. Pequot War 2-17. King Philip’s War 2-18. Quakers 2-19. William Penn/Holy Experiment 2-20. Navigation Acts 2-21. New England Confederation 2-22. Dominion of New England 2-23. Glorious Revolution 2-24. Coode’s Rebellion 2-25. Leisler’s Rebellion 2-26. triangular trade 2-27. Royal colony 2-28. Proprietary colony

2-29. Joint-stock/corporate colony

3-1. Indentured servant (68) 3-2. “seasoning” (70) 3-3. The Middle Passage (73) 3-4. Scotch-Irish (76) 3-5. Saugus Ironworks (80) 3-6. Extractive Industries (80) 3-7. Triangular Trade (83) 3-8. Gullah (86) 3-9. Stono Rebellion (86) 3-10. “visible saints (87) 3-11. Town Meetings (87) 3-12. Salem Witch Trials (88) 3-13. Halfway covenant (88) 3-14. Primogeniture (88) 3-15. Jeremiads (92) 3-16. The Great Awakening (92-) 3-17. Jonathan Edward (93) 3-18. George Whitefield (93) 3-19. Colonial Almanacs (94) /

Poor Richard’s Almanac 3-20. Cotton Mather (96) 3-21. John Peter Zenger (96)

For additional IDs, refer to the following pages: Brinkley

Ch. 2: p. 65; Ch. 3 p. 99

AMSCO Ch. 2: p. 65; Ch. 3: p. 99

Just remember that the more terms you make yourself familiar with, the more evidence you can provide for any type of question College Board wants to throw at you.

Possible Essay Questions for Historical Period 2: 1607-1754 1. Explain how and why people moved within the Americas (before contact) and to and within the

Americas (after contact and colonization) (Hastings) 2. Explain the development of labor systems such as slavery, indentured servitude, and free labor from

the colonial period through the end of the 18th century. (Hastings) 3. To what extent and in what ways did the goals and interests of European leaders diverge from those of

colonial citizens? Support your answer with specific and relevant historical information from the period 1607-1754. (SG)

4. To what extend and in what ways did European powers develop different patterns of colonization in North America? Support your answer with specific and relevant historical information from the period 1607-1754. (SG)

5. Analyze the similarities and differences in the challenges in the Spanish, French, and English colonizers faced in their relationships with the American Indians of North America between 1600 and 1754 (DBQ-SG)

Old Format New Format (John Irish)

6. “Geography was the primary factor in shaping the development of the British colonies in North America.” Assess the validity of this statement for the 1600s. (2005 #2 FRQB )

Evaluate the Extent to which geography was the primary factor in shaping the development of the British colonies in North America during the 1600s.

7. Compare the ways in which TWO of the following reflected tensions in colonial society: Bacon’s Rebellion (1676), Pueblo Revolt (1680), Salem Witchcraft Trials (1692), Stono Rebellion (1739) (2003 #2 FRQB)

Compare and contrast the ways that social and political tensions in colonial society between colonizers and other groups reflected conflict in the period from 1607-1754.

8. Compare the ways in which religion shaped the development of colonial society (to 1740) in TWO of the following regions: New England, Chesapeake, Middle Atlantic (2002 #2 FRQ)

Evaluate the impact of religious development in the New England, Chesapeake, and Mid-Atlantic colonies.

9. Analyze the impact of the Atlantic trade routes established in the mid-1600s on economic development in the British North American colonies. Consider the period 1650-1750. (2002 #2 FRQB)

Explain how economic development in the British North American colonies was impacted by the Atlantic trade routes between 1650 and 1750.

10. Analyze the cultural and economic responses of TWO of the following groups to the Indians of North America before 1750: British, French, Spanish (2000 #2 FRQ)

a. Evaluate the impact that European colonist had on the cultural and economic experiences of the native population prior to 1750

b. Evaluate the extent to which European colonists contributed to maintain continuity as well as fostered change within native population from first contact to 1750.

11. Analyze the difference between the Spanish settlements in the Southwest and the English colonies in New England in the seventeenth century in terms of TWO of the following: Politics, Religion and Economic Development (2006 #2 FRQ)

Compare and contrast the differences between the southwest Spanish settlements and the English colonies in New England in the 17th century.

12. In what ways did ideas and values held by Puritans influence the political, economic, and social development of the New England colonies from 1630 through the 1660s? (2010 DBQ)

a. Explain how the ideas and values of various groups influenced the political, economic, and social development of the British North American colonies from 1607 to 1700.

b. Explain how religious ideas and values held by the British American colonists influenced the political, economic and social development from 1607 to 1700.

13. Choose TWO of the following and analyze their impact on colonial North American development between 1620 and 1776: Puritanism; The Enlightenment; the First Great Awakening (2014 #2 FRQ)

Explain how intellectual and religious movements impacted the development of colonial North American from 1607-1776.

Listed below are the key concepts and themes from the AP Curriculum Framework. This is the information that College Board expects you to know at the end of this unit of study. You should be able to apply specific examples from the reading to the key concepts and themes. Don’t worry, we will work through this together but you need to be aware of your responsibility.

Key Concept 2:1: Differences in imperial goals, cultures, and the North American environments that different empires confronted led Europeans to develop diverse patterns of colonization. I. Seventeenth-­century Spanish, French,

Dutch, and British colonizers embraced

different social and economic goals, cultural

assumptions, and folkways, resulting in varied

models of colonization.

Thematic Objectives covered by this key concept:

WXT-2: Analyze how innovations in markets, transportation, and technology affected the economy and the different regions of North America from the colonial period through the end of the Civil War. PEO-1: Explain how and why people moved within the Americas (before contact) and to and within the Americas (after contact and colonization) WOR-1: Explain how imperial competition and the exchange of commodities across both sides of the Atlantic Ocean influenced the origins and patterns of development of North American societies in the colonial period. ENV-4: Analyze how the search for economic resources affected social and political developments from the colonial period through Reconstruction.

A. Spain sought to establish tight control

over the process of colonization in the

Western Hemisphere and to convert

and/or exploit the native population.

B. French and Dutch colonial efforts

involved relatively few Europeans and

used trade alliances and intermarriage

with American Indians to acquire furs

and other products for export to

Europe.

C. Unlike their European competitors, the

English eventually sought to establish

colonies based on agriculture, sending

relatively large numbers of men and

women to acquire and and populate

their settlements, while having

relatively hostile relationships with

American Indians.

Historical Period 2: 1607-1754 “In a Nutshell Part II”

II. The British-­American system of slavery

developed out of the economic, demographic,

and geographic characteristics of the British-

­controlled regions of the New World.

Thematic Objectives covered by this key concept:

WOR-1: Explain how imperial competition and the exchange of commodities across both sides of the Atlantic Ocean influenced the origins and patterns of development of North American societies in the colonial period. WXT-4: Explain the development of labor systems such as slavery, indentured servitude, and free labor from the colonial period through the end of the 18th century. ID-4: Explain how conceptions of group identity and

autonomy emerged out of cultural interactions between colonizing groups, Africans, and American Indians in the

colonial era.

POL-1: Analyze the factors behind competition, cooperation, and conflict among different societies and social groups in North America during the colonial period. CUL-1: Compare the cultural values and attitudes of different European, African American, and native peoples in the colonial period and explain how contact affected intergroup relationships and conflicts.

A. Unlike Spanish, French, and Dutch colonies, which accepted intermarriage

and cross-­racial sexual unions with

native peoples (and, in Spain’s case,

with enslaved Africans), English

colonies attracted both males and

females who rarely intermarried with

either native peoples or Africans,

leading to the development of a rigid

racial hierarchy.

B. The abundance of land, a shortage of

indentured servants, the lack of an

effective means to enslave native

peoples, and the growing European

demand for colonial goods led to the

emergence of the Atlantic slave trade.

C. Reinforced by a strong belief in British

racial and cultural superiority, the

British system enslaved black people in

perpetuity, altered African gender and

kinship relationships in the colonies,

and was one factor that led the British

colonists into violent confrontations

with native peoples.

D. Africans developed both overt and

covert means to resist the

dehumanizing aspects of slavery.

III. Along with other factors, environmental

and geographical variations, including climate

and natural resources, contributed to regional

differences in what would become the British

colonies.

Thematic Objectives covered by this key concept:

WXT-2: Analyze how innovations in markets, transportation, and technology affected the economy and the different regions of North America from the colonial period through the end of the Civil War. WXT-4: Explain the development of labor systems such as slavery, indentured servitude, and free labor from the colonial period through the end of the 18th century. ENV-2: Explain how the natural environment contributed to the development of distinct regional group identities, institutions, and conflicts in the precontact period through the independence period. ID-5: Analyze the role of economic, political, social, and

ethnic factors on the formation of regional identities in what

would become the United States from the colonial period through the 19th century.

PEO-5: Explain how free and forced migration to and within different parts of North America caused regional development, cultural diversity and blending, and political and social conflicts through the 19th century. CUL-4: Analyze how changing religious ideals, Enlightenment beliefs, and republican thought shaped the politics, culture, and society of the colonial era through the early Republic. culture, and society of the colonial era through the early Republic.

A. The New England colonies, founded

primarily by Puritans seeking to

establish a community of like-­minded

religious believers, developed a close-

­knit, homogenous society and -­ aided

by favorable environmental conditions

-­ a thriving mixed economy of

agriculture and commerce.

B. The demographically, religiously, and

ethnically diverse middle colonies

supported a flourishing export

economy based on cereal crops, while

the Chesapeake colonies and North

Carolina relied on the cultivation of

tobacco, a labor-­intensive product

based on white indentured servants and

African chattel.

C. The colonies along the southernmost

Atlantic coast and the British islands in

the West Indies took advantage of long

growing seasons by using slave labor

to develop economies based on staple

crops; in some cases, enslaved

Africans constituted the majority of the

population.

Key Concept 2.2: European colonization efforts in North America stimulated

intercultural contact and intensified conflict between the various groups of colonizers and

native peoples.

I. Competitive over resources between

European rivals led to conflict within and

between North American colonial possessions

and American Indians.

Thematic Objectives covered by this key concept:

WXT-1: Explain how patterns of exchanging commodities, peoples, diseases, and ideas around the Atlantic World developed after European contact and shaped North American colonial-era societies. PEO-1: Explain how and why people moved within the Americas (before contact) and to and within the Americas (after contact and colonization) WOR-1: Explain how imperial competition and the exchange of commodities across both sides of the Atlantic Ocean influenced the origins and patterns of development of North American societies in the colonial period. POL-1: Analyze the factors behind competition, cooperation, and conflict among different societies and social groups in North America during the colonial period. ENV-1: Explain how the introduction of new plants, animals, and technologies altered the natural environment of North America and affected interactions among various groups in the colonial period.

A. Conflicts in Europe spread to North

America, as French, Dutch, British,

and Spanish colonies allied, traded

with, and armed American Indian

groups, leading to continuing political

instability.

B. As European nations competed in

North America, their colonies focused

on gaining new sources of labor and on

producing and acquiring commodities

that were valued in Europe.

C. The goals and interests of European

leaders at times diverged from those of

colonial citizens, leading to growing

mistrust on both sides of the Atlantic,

as settlers, especially in the English

colonies, expressed dissatisfaction over

territorial settlements, frontier defense,

and other issues.

II. Clashes between European and American

Indian social and economic values caused

changes in both cultures.

Thematic Objectives covered by this key concept: ID-4: Explain how conceptions of group identity and

autonomy emerged out of cultural interactions between

colonizing groups, Africans, and American Indians in the colonial era.

WXT-1: Explain how patterns of exchanging commodities, peoples, diseases, and ideas around the Atlantic World developed after European contact and shaped North American colonial-era societies. PEO-4: Analyze the effects that migration, disease, and warfare had on the American Indian population after contact with Europeans. PEO-5: Explain how free and forced migration to and within different parts of North America caused regional development, cultural diversity and blending, and political and social conflicts through the 19th century. POL-1: Analyze the factors behind competition, cooperation, and conflict among different societies and social groups in North America during the colonial period. CUL-1: Compare the cultural values and attitudes of different European, African American, and native peoples in the colonial period and explain how contact affected intergroup relationships and conflicts.

A. Continuing contact with Europeans

increased the flow of trade goods and

diseases into and out of native

communities, stimulating cultural and

demographic changes.

B. Spanish colonizing efforts in North

America, particularly after the Pueblo

Revolt, saw an accommodation with

some aspects of American Indian

culture;; by contrast, conflict with

American Indians tended to reinforce

English colonists’ worldviews on land

and gender roles.

C. By supplying American Indian rallies

with deadlier weapons and alcohol, and

by rewarding Indian military actions,

Europeans helped increase the intensity

and destructiveness of American

Indian warfare.

Key Concept 2.3: The increasing political, economic, and cultural exchanges within the

“Atlantic World” had a profound impact on the development of colonial societies in

North America. I. “Atlantic World” commercial, religious,

philosophical, and political interactions among

Europeans, Africans, and American native

peoples stimulated economic growth, expanded

social networks, and reshaped labor systems.

Thematic Objectives covered by this key concept:

WXT-1: Explain how patterns of exchanging commodities, peoples, diseases, and ideas around the Atlantic World developed after European contact and shaped North American colonial-era societies. WXT-4: Explain the development of labor systems such as slavery, indentured servitude, and free labor from the colonial period through the end of the 18th century. WOR-1: Explain how imperial competition and the exchange of commodities across both sides of the Atlantic Ocean influenced the origins and patterns of development of North American societies in the colonial period. WOR-2: Explain how the exchange of ideas among different parts of the Atlantic World shaped belief systems and independence movements into the early 19th century. CUL-4: Analyze how changing religious ideals, Enlightenment beliefs, and republican thought shaped the politics, culture, and society of the colonial era through the early Republic.

A. The growth of an Atlantic economy

throughout the 18th century created a

shared labor market and a wide

exchange of New World and European

goods, as seen in the African slave

trade and the shipment of products

from the Americas.

B. Several factors promoted Anglicization

in the British colonies: the growth of

autonomous political communities

based on English models, the

development of commercial ties and

legal structures, the emergence of a

trans-­Atlantic print culture, Protestant

evangelism, religious toleration, and

the spread of European Enlightenment

ideas.

C. The presence of slavery and the impact

of colonial wars stimulated the growth

of ideas on race in this Atlantic system,

leading to the emergence of racial

stereotyping and the development of

strict racial categories among British

colonists, which contrasted with

Spanish and French acceptance of

racial gradations.

I. Britain’s desire to maintain a viable North

American empire in the face of growing

internal challenges and external

competition inspired efforts to strengthen

its imperial control, stimulating increasing

resistance from colonists who had grown

accustomed to a large measure of

autonomy.

Thematic Objectives covered by this key concept:

WOR-1: Explain how imperial competition and the exchange of commodities across both sides of the Atlantic Ocean influenced the origins and patterns of development of North American societies in the colonial period. WOR-2: Explain how the exchange of ideas among different parts of the Atlantic World shaped belief systems and independence movements into the early 19th century. ID-1: Analyze how competing conceptions of national identity were expressed in the development of political

institutions and cultural values from the late colonial through

the antebellum periods.

CUL-4: Analyze how changing religious ideals, Enlightenment beliefs, and republican thought shaped the politics, culture, and society of the colonial era through the early Republic.

A. As regional distinctiveness among the

British colonies diminished over time,

they developed largely similar patterns

of culture, laws, institutions, and

governance within the context of the

British imperial system.

B. Late 17th-­century efforts to integrate

Britain’s colonies into a coherent,

hierarchical imperial structure and

pursue mercantilist economic aims met

with scant success due largely to varied

forms of colonial resistance and

conflicts with American Indian groups,

and were followed by nearly a half-

­century of the British government’s

relative indifference to colonial

governance.

C. Resistance to imperial control in the

British colonies drew on colonial

experiences of self-­government,

evolving local ideas of liberty, the

political thought of the Enlightenment,

greater religious independence and

diversity, and an ideology critical of

perceived corruption in the imperial

system.

Identity (ID) What were the chief similarities and differences among the

development of English, Spanish, Dutch, and French colonies in America?

Work, Exchange, and Technology (WXT)

How did distinct economic systems, most notably a slavery system based on African labor, develop in British North America? What was their effect on emerging cultural and regional differences?

Peopling (PEO) Why did various colonists go to the New World? How did the increasing integration of the Atlantic world affect the movement of peoples between its different regions?

Politics and Power (POL)

In what ways did the British government seek to exert control over its American colonies in the 17th and 18th centuries?

America in the World (WOR)

How did the competition between European empires around the world affect relations among the various peoples in North America?

Environment and Geography (ENV)

How and why did the English North American colonies develop into distinct regions?

Ideas, Beliefs, and Culture (CUL)

How did the expansion of cultural contact that took place with permanent colonization alter conditions in North America and affect intellectual and religious life, the growth of trade, and the shape of political institutions?