Historical Period 2: 1607-1754 In a Nutshell 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?
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 For additional IDs, refer to the following pages: Brinkley Ch. 2: p. 65; Ch. 3 p. 99 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) 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 18 th 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 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 ) 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) 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) 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) 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) 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) 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) 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) New Format (John Irish) Evaluate the Extent to which geography was the primary factor in shaping the development of the British colonies in North America during the 1600s. 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. Evaluate the impact of religious development in the New England, Chesapeake, and Mid-Atlantic colonies. Explain how economic development in the British North American colonies was impacted by the Atlantic trade routes between 1650 and 1750. 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. Compare and contrast the differences between the southwest Spanish settlements and the English colonies in New England in the 17 th century. 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. Explain how intellectual and religious movements impacted the development of colonial North American from 1607-1776.
Historical Period 2: 1607-1754 In a Nutshell Part II 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. 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. 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. 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.
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. 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 18 th 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. 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. 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 18 th 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 19 th 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 19 th 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. 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. 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. 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 19 th 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. 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 18 th 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 19 th 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. 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 19 th 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) Work, Exchange, and Technology (WXT) Peopling (PEO) Politics and Power (POL) America in the World (WOR) Environment and Geography (ENV) Ideas, Beliefs, and Culture (CUL) What were the chief similarities and differences among the development of English, Spanish, Dutch, and French colonies in America? 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? 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? In what ways did the British government seek to exert control over its American colonies in the 17 th and 18 th centuries? How did the competition between European empires around the world affect relations among the various peoples in North America? How and why did the English North American colonies develop into distinct regions? 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?