NAME:_______________________________ DUE: 9/12/17

Period 2: 1607-1754

CH 3 & 4 Pages 62 – 122 CH 3 & 4 Pg. 63-91 - Period 2 Part 1 [1607-1700] (Settlement & Colonial Conflict): R. Quiz 8/28/17

CH 4 Pg. 94 - 128 - Period 2 Part 2 [1700-1754] (British Colonial America): R. Quiz 9/8/17

Period 2 in a Nutshell: 1607 – 1754 Europeans and American Indians maneuvered and fought for dominance, control, and security in North

America, leading to the emergence of distinctive colonial and native societies.

Beginning & End points: Founding of Jamestown to the Eve of the French and Indian

War Key Concept 2.1 Europeans developed a variety of colonization and migration patterns, influenced by different imperial goals, cultures, and the varied North American environments where they settled, and they competed with each other and American Indians for resources.

I. Spanish, French, Dutch, and British colonizers had different economic and imperial goals involving land and labor that shaped the social and political development of their colonies as well as their relationships with native populations. A) Spanish efforts to extract wealth from the

land led them to develop institutions based on subjugating native populations, converting them to Christianity, and incorporating them, along with enslaved and free Africans, into the Spanish colonial society.

B) French and Dutch colonial efforts involved relatively few Europeans and relied on trade alliances and intermarriage with American Indians to build economic and diplomatic relationships and acquire furs and other products for export to Europe.

C) English colonization efforts attracted a comparatively large number of male and female British migrants, all of whom sought social mobility, economic prosperity, religious freedom, and improved living conditions. These colonists focused on agriculture and settled on land taken from Native Americans, from whom they lived separately.

Developed using work by James L. Smith from the AP U.S. History Curriculum Framework, Jason Gigliotti’s Study Guides, John Irish’s Historical Thinking skills, & Pearson Reading and Note Taking Guide

II. In the 17th century, early British colonies developed along the Atlantic coast, with regional differences that reflected various environmental, economic, cultural, and demographic factors. A) The Chesapeake and North Carolina

colonies grew prosperous exporting tobacco – a labor-intensive product initially cultivated by white, mostly male indentured servants and later by enslaved Africans.

B) The New England colonies, initially settled by Puritans, developed around small towns with family farms and achieved a thriving mixed economy of agriculture and commerce.

C) The middle colonies supported a flourishing export economy based on cereal crops and attracted a broad range of European migrants, leading to societies with greater cultural, ethnic, and religious diversity and tolerance.

D) The colonies of the southernmost Atlantic coast and the British West Indies used long growing seasons to develop plantation economies based on exporting staple crops. They depended on the labor of enslaved Africans, who often constituted the majority of the population in these areas and developed their own forms of cultural and religious autonomy.

Developed using work by James L. Smith from the AP U.S. History Curriculum Framework, Jason Gigliotti’s Study Guides, John Irish’s Historical Thinking skills, & Pearson Reading and Note Taking Guide

E) Distance and Britain’s initially lax attention led to the colonies creating self-governing institutions that were unusually democratic for the era. The New England colonies based power in participatory town meetings, which in turn elected members to their colonial legislatures; in the Southern colonies, elite planters exercised local authority and also dominated the elected assemblies.

III. Competition over resources between European rivals and American Indians encouraged industry and trade and led to conflict in the Americas. A) An Atlantic economy developed in which

goods, as well as enslaved Africans and American Indians, were exchanged between Europe, Africa, and the Americas through extensive trade networks. European colonial economies focused on acquiring, producing, and exporting commodities that were valued in Europe and gaining new sources of labor.

B) Continuing trade with Europeans increased the flow of goods in and out of American Indian communities, stimulating cultural and economic changes and spreading epidemic diseases that caused radical demographic shifts.

Developed using work by James L. Smith from the AP U.S. History Curriculum Framework, Jason Gigliotti’s Study Guides, John Irish’s Historical Thinking skills, & Pearson Reading and Note Taking Guide

C) Interactions between European rivals and American Indian populations fostered both accommodation and conflict. French, Dutch, British, and Spanish colonies allied with and armed American Indian groups, who frequently sought alliances with Europeans against other Indian groups.

D) The goals and interests of European leaders and colonists at times diverged, leading to a growing mistrust on both sides of the Atlantic. Colonists, especially in British North America, expressed dissatisfaction over issues including territorial settlements, frontier defense, self-rule, and trade.

Developed using work by James L. Smith from the AP U.S. History Curriculum Framework, Jason Gigliotti’s Study Guides, John Irish’s Historical Thinking skills, & Pearson Reading and Note Taking Guide

E) British conflicts with American Indians over land, resources, and political boundaries led to military confrontations, such as Metacom’s War (King Philip’s War) in New England.

F) American Indian resistance to Spanish colonizing efforts in North America, particularly after the Pueblo Revolt, led to Spanish accommodation of some aspects of American Indian culture in the Southwest.

Key Concept 2.2 The British colonies participated in political, social, cultural, and economic exchanges with Great Britain that encouraged both stronger bonds with Britain and resistance to Britain’s control.

I. Transatlantic commercial, religious, philosophical, and political exchanges led residents of the British colonies to evolve in their political and cultural attitudes as they became increasingly tied to Britain and one another. A) The presence of different European

religious and ethnic groups contributed to a significant degree of pluralism and intellectual exchange, which were later enhanced by the First Great Awakening and the spread of European Enlightenment ideas.

Developed using work by James L. Smith from the AP U.S. History Curriculum Framework, Jason Gigliotti’s Study Guides, John Irish’s Historical Thinking skills, & Pearson Reading and Note Taking Guide

B) The British colonies experienced a gradual Anglicization over time, developing autonomous political communities based on English models with influence from intercolonial commercial ties, the emergence of a trans-Atlantic print culture, and the spread of Protestant evangelicalism.

C) The British government increasingly attempted to incorporate its North American colonies into a coherent, hierarchical, and imperial structure in order to pursue mercantilist economic aims, but conflicts with colonists and American Indians led to erratic enforcement of imperial policies.

D) Colonists’ resistance to imperial control drew on local experiences of self- government, evolving 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.

Developed using work by James L. Smith from the AP U.S. History Curriculum Framework, Jason Gigliotti’s Study Guides, John Irish’s Historical Thinking skills, & Pearson Reading and Note Taking Guide

D) cont.

II. Like other European empress in the Americas that participated in the Atlantic slave trade, the English colonies developed a system of slavery that reflected the specific economic, demographic, and geographic characteristics fo those colonies.

A) All the British colonies participated to varying degrees in the Atlantic slave trade due to the abundance of land and a growing European demand for colonial goods, as well as a shortage of indentured servants. Small New England farms used relatively few enslaved laborers, all port cities held significant minorities of enslaved people, and the emerging plantation systems of the Chesapeake and the southernmost Atlantic coast had large numbers of enslaved workers, while the great majority of enslaved Africans were sent to the West Indies.

B) As chattel slavery became the dominant labor system in many southern colonies, new laws created a strict racial system that prohibited interracial relationships and defined the descendants of African American mothers as black and enslaved in perpetuity.

Developed using work by James L. Smith from the AP U.S. History Curriculum Framework, Jason Gigliotti’s Study Guides, John Irish’s Historical Thinking skills, & Pearson Reading and Note Taking Guide

C) Africans developed both overt and covert means to resist the dehumanizing aspects of slavery and maintain their family and gender systems, culture, and religion.

Developed using work by James L. Smith from the AP U.S. History Curriculum Framework, Jason Gigliotti’s Study Guides, John Irish’s Historical Thinking skills, & Pearson Reading and Note Taking Guide

Definition: simple term explanation Significance: Importance of the term to the time period & lasting impact

1. Mulatto: A mulatto denotes a person with one white parent and one black parent.

2. Richard Hakluyt: (1550s) Oxford clergyman and English propagandist for colonization.

3. Squanto: English-speaking Indian once held captive in England; belonged to a village wiped by epidemic.

4. James Oglethorpe: founded Georgia as a safe haven for debtor

5. John Smith: served as the leader of the Jamestown colony from 1608-1609

6. Métis: Children of marriages between Indian women and French traders who sometimes became traders, guides, or interpreters

7. Great Migration to Massachusetts, 1630-1640: beginning with 700 people led by Governor John Winthrop, a great migration of Puritans from England brought over 20,000 people—mostly families—to New England over a ten year period.

8. Pilgrims: a minority of the Puritans who came to the New World (Separatist)

9. Puritans: those who sought to “purify” the Church of England and rid it of Catholic rituals (Mainstream)

IDENTIFY: You will create a collection of well-defined terms, I have provided you the definition. Your job as the amateur historian is to fully explain the significance of that Person, Place, or Things contribution to the time period we are currently discussing in relation to the Historical Thinking Skills allowing you to utilize it in the future to fully expand on a given topic and discuss in an educated manner. (As stated in the syllabus you may not type your answers, they must be hand written)

Developed using work by James L. Smith from the AP U.S. History Curriculum Framework, Jason Gigliotti’s Study Guides, John Irish’s Historical Thinking skills, & Pearson Reading and Note Taking Guide

10. Providence, Rhode Island, 1636: In 1636, Roger Williams and his followers founded the colony of Rhode Island and created a government devoted to protecting “liberty of conscience.” The colony quickly became a haven for Baptists, Quakers, Jews, and other religious minorities.

11. Massachusetts Bay Colony: 1630 “City Upon a Hill” One of the first settlements in New England, Set up by John Winthrop, The concept that the Massachusetts Bay Colony

12. Halfway Covenant: declared that adults who were baptized as children but were not full church members could have their children baptized. In return parents had to acknowledge church's authority and live according to the church's moral precepts

13. Antinomianism: The assertion/idea, presented and preached John Cotton and continued by Ann Hutchinson in Massachusetts Bay, that inner grace was sufficient to achieve salvation

14. Salem Witch Trials: non-conformist women became scapegoats and ultimately 150 women were imprisoned for witchcraft with 20 being executed (19 hanged in public display).

15. Quakers: Originally known as the "Society of Friends," the Quakers preached individual spirituality; anybody (male or female) could contact God and speak at meetings. Established their own colony in Pennsylvania in 1681 and led by William Penn.

16. Chesapeake: The region of Virginia and Maryland, that is characterized by the cultivation of cash crops like tobacco

17. Jamestown, 1607: 1st permanent English settlement in the new world

Developed using work by James L. Smith from the AP U.S. History Curriculum Framework, Jason Gigliotti’s Study Guides, John Irish’s Historical Thinking skills, & Pearson Reading and Note Taking Guide

18. Joint-Stock Companies: businesses owned by shareholders that invested in exploration and colonization in the New World thus spreading the risk involved among multiple investors.

19. John Rolfe: an early settler of the Jamestown colony, eventually married Pocahontas, the daughter of the Chef Powhatan (Wahunsonacock)

20. The Paxton Boys: A band of people from western Pennsylvania (living in the backcountry...) they had earlier been declared outlaws for launching an illegal attack on the Conestoga Indians.

21. Headright system: 50 acres of land was granted for each settler or indentured servant brought to Virginia by a colonist

22. Indentured Servitude: a system of labor in which a company or individual paid a person’s passage to America in return for a contract of repayment through servitude (typically 4-7 years)

23. Mercantilism: economic policy based on trade in which a nation establishes colonies for its own economic benefit.

24. Triangular Trade: a system of trade between Africa, the Caribbean, and American colonies that involved slaves, cash crops, and manufactured goods.

25. Pequot War, 1636: conflict between the Pequot Indians in Connecticut and the colonists of Massachusetts Bay and Connecticut. The Pequot were defeated and driven from the area.

26. Beaver Wars, mid-1600s: series of conflicts between tribes in which the Iroquois fought desperately to maintain a dominant position in the fur trade but the French fought back for 20 years.

Developed using work by James L. Smith from the AP U.S. History Curriculum Framework, Jason Gigliotti’s Study Guides, John Irish’s Historical Thinking skills, & Pearson Reading and Note Taking Guide

27. Metocom’s War (King Philip’s War), 1675-1676: the last significant effort by the Indians of southern New England to drive away English settlers. The Indians were led by Metacom, the Pokunoket chief whom English settlers called “King Philip.” This was an extremely violent war.

28. Powhatan Wars: A series of three wars—1610-1614, 1622-1626, 1644-1646

29. Pueblo Revolt, 1680: under the leadership of Pope Pueblos rebelled after Franciscan missionaries used brutal tactics to wipe out Indian religion.

30. First Africans brought to America, 1619: approximately 20 slaves brought to Jamestown in 1619 but few land owners could afford to purchase the expensive slaves so it is believed that most of the slaves became indentured servants

31. Chattel Slavery: A civil relationship in which one person has absolute power over the life, fortune, and liberty of another

32. Middle Passage: route used for transporting African slaves to the New World (primarily to the Caribbean). Very dangerous, unsanitary conditions for African slaves being transported on ships

33. Stono Rebellion, 1739: largest slave rebellion in British colonial North America, took place in South Carolina (about 21 whites and 44 blacks were killed by the time it was brought to an end)

34. New York Conspiracy, 1741: a plot by slaves and poor whites to burn New York. Over 170 people were arrested for participating in the plot. Most were hanged, burnt, or deported.

35. House of Burgesses, 1619: 1st Representative Assembly in the British North American colonies. Initially, all free adult men could vote for representatives but this later was altered to only allow large planters to vote

Developed using work by James L. Smith from the AP U.S. History Curriculum Framework, Jason Gigliotti’s Study Guides, John Irish’s Historical Thinking skills, & Pearson Reading and Note Taking Guide

36. Mayflower Compact, 1620: Drafted and signed by 41 adult male Separatists fleeing religious persecution by King James I of England.

37. Maryland Toleration Act, 1649: a law passed by the Maryland colonial assembly mandating toleration for all Christian denominations

38. Establishment of the Dominion of New England, 1686: Charles II revoked the charters of all the colonies north of Maryland as a result of his belief that colonists weren’t living in conformity with English law nor were they adhering to the Navigation Acts. New York, New Jersey, Massachusetts, Connecticut, Rhode Island, and New Hampshire formed one massive colony called the Dominion of New England ruled directly by a royal appointee, Sir Edmund Andros

39. Established church: established churches are supported by taxes from citizens, regardless of their personal religious beliefs. The Church of England (Anglican Church) became the established church in several colonies

40. The Enlightenment (Age of Reason): global trade that put Europeans in contact with people from around the world. This new global awareness was accompanied by an industrial revolution, the growth of cities, and the creation of a new middle class that began to replace the church and the aristocracy as the dominant force in European society. The emerging middle class promoted new values that included universal education, individual rights, equality, government based on the will of the people, and a good quality of life in this world.

41. Great Awakening, 1730s-1760s: evangelical religious revival that swept through Britain’s North American colonies. The Great Awakening strengthened beliefs in religious freedom and challenged the status of established churches.

42. George Whitefield: An English preacher and great orator given credit for spreading the evangelical beliefs of the Great Awakening

43. Jonathan Edwards: Massachusetts minister and revivalist preacher who served as the most important leader of the 1st Great Awakening. ”Sinners in the hands of an angry God”

Developed using work by James L. Smith from the AP U.S. History Curriculum Framework, Jason Gigliotti’s Study Guides, John Irish’s Historical Thinking skills, & Pearson Reading and Note Taking Guide

44. Bacon’s Rebellion, 1676: armed rebellion of former, disgruntled indentured servants living on the frontier of Virginia (led by Nathaniel Bacon) against Governor William Berkeley.

45. Leisler’s Rebellion, 1689: a rebellion against royal officials representing the Dominion of New England. Led by Jacob Leisler, a German merchant in New York.

46. Wool Act, 1699: English law that made it illegal to ship wool from the American colonies.

47. Molasses Act, 1733: A British law that established a tax on the importation of molasses, sugar, and rum from non-British colonies.

48. Smuggling: a way of ignoring British restrictions on colonial trade

49. Navigation Acts, 1651-1696: a series of acts passed by the British to control intercolonial trade

50. Salutary Neglect: truly a “hands off approach” to the day to day affairs of the colonies, lasted throughout most of the 1600s & 1700s, with the longest sustained period lasting from 1713-1763

51. John Peter Zenger: an editor and journalist in New York City who was publishing articles critical of the Royal Governor, he was arrested and charged with a crime (seditious libel), a jury found him innocent on the grounds that what he was publishing was truthful

52. New Light: modern thinking members of the church clergy, delivered emotional sermons with a “fire and brimstone” style

53. Old Light: conservative members of the church clergy, delivered sermons with a very complicated theology

Developed using work by James L. Smith from the AP U.S. History Curriculum Framework, Jason Gigliotti’s Study Guides, John Irish’s Historical Thinking skills, & Pearson Reading and Note Taking Guide

HISTORICAL THINKING SKILLS: In a short paragraph for each bullet point below, you will apply and fully explain the Historical Thinking Skills that we have discussed in class (Compare & Contrast, Causation, Continuities & Changes over Time, and Periodization) to each time period we study building a collection of connections not only within individual time periods of study but across time periods. Causation:

What is a cause as well as an effect of the Great Migration 1630-1640?

What is a cause as well as an effect of the Salem Witch Trials?

What was a cause as well as an effect of the Dominion of New England? Compare & Contrast:

Compare and contrast TWO of the following Colonial Geographic Areas: New England Colonies, Middle Colonies, Chesapeake Bay Colonies, Southern Colonies, Barbados

Compare and Contrast Roger Williams and William Penn

Compare and Contrast the Indentured Servitude and Slavery CCOT:

Identify and explain ONE continuity and ONE change in the colonist’s attitude toward the British crown from the Founding of Jamestown in 1607 to the eve of the French and Indian War in 1754.

Identify and explain ONE continuity and ONE change in the labor structures of the new world from the Founding of Jamestown in 1607 to the eve of the French and Indian War in 1754.

Contextualization:

Explain how the British Colonies ended up developing in such a distinctly different manner from one another.

Developed using work by James L. Smith from the AP U.S. History Curriculum Framework, Jason Gigliotti’s Study Guides, John Irish’s Historical Thinking skills, & Pearson Reading and Note Taking Guide

Developed using work by James L. Smith from the AP U.S. History Curriculum Framework, Jason Gigliotti’s Study Guides, John Irish’s Historical Thinking skills, & Pearson Reading and Note Taking Guide

Developed using work by James L. Smith from the AP U.S. History Curriculum Framework, Jason Gigliotti’s Study Guides, John Irish’s Historical Thinking skills, & Pearson Reading and Note Taking Guide

Developed using work by James L. Smith from the AP U.S. History Curriculum Framework, Jason Gigliotti’s Study Guides, John Irish’s Historical Thinking skills, & Pearson Reading and Note Taking Guide