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unit 1 & 2

1491-1607 1607- 1754

key concepts unit 1

As native population migrated and settled across the vast expanse of North America over time, they developed distinct and increasingly complex societies by adapting to and transforming their diverse environments.

I. Different native societies adapted to and transformed their environments through innovations in agriculture, resource use, and social structure.

1.1

A: The spread of maize cultivation from present-day Mexico northward into the present-day American Southwest and beyond supported economic development, settlement, advanced irrigation, and social diversification among societies.

* Three Sisters – corn, beans, and squash

* Corn provided starches, beans proteins, and squash vitamins

* Allows for food surplus, which increases population and frees up people to be more than farmers – allows for artisans, soldiers, priests, kings, etc.

* Without Three Sisters, little chance for anything above hunter- gatherer level

* Supported Aztec and Mayan pyramid building, Mississippi Valley moundbuilders (Cahokia), Pueblo cultures of Chaco Canyon

a

B: Societies responded to the aridity of the Great Basin and the grasslands of the western Great Plains by developing largely mobile lifestyles.

* Spanish introduction of the horse transformed Plains Indians, allowing them to become better warriors, raiders, and hunters

* Comanche and Sioux exerted control over large territories as a result

* Bison herds more easily hunted, increasing food and supplies

b

C: In the Northeast, the Mississippi River Valley, and along the Atlantic seaboard some societies developed mixed agricultural and hunter-gatherer economies that favored the development of permanent villages.

* Three Sisters allowed for moundbuilding (Cahokia) in Mississippi Valley

* Eastern Woodlands tribes of Northeast didn’t build mounds, and kept hunting and fishing as well (colder climates meant shorter, less productive growing seasons)

* Food surpluses allowed for permanent villages and leaders, like Powhatan, or councils of sachems, like Iroquois Confederacy

c

D: Societies in the Northwest and present day California supported themselves by hunting and gathering, and in some areas developed settled communities supported by the vast resources of the ocean.

* California had little surplus, so tribes remained small, hunter- gatherer groups

* Pacific Northwest had tremendous abundance from fishing, using large dugout canoes

* Pacific Northwest had large populations, with status determined by giving away wealth at potlatch feasts

d

Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange and significant social, cultural, and political changes on both sides of the Atlantic Ocean.

1.2

I. European expansion into the Western Hemisphere generated intense social, religious, political, and economic competition and changes within European societies.

I

B: The Columbian Exchange brought new crops to Europe from the Americas, stimulating European population growth, and new sources of mineral wealth, which facilitated the European shift from feudalism to capitalism.

* Corn and potato caused European population explosion, which then led to increased migration, colonization, and imperialism

* Gold and silver created enough surplus to allow for the development of capitalism in Europe and China, facilitating a global trading network – first true money supply since Roman Empire

b

A: European nations’ efforts to explore and conquer the New World stemmed from a search for new sources of wealth, economic and military competition, and a desire to spread Christianity.

* Crusades connected Europe to Asia, for silks, spices, tea, china

* Mediterranean trade networks dominated by Arabs and Italy

* Portugal began slowly moving down and around African coast

* Spain completed Reconquista, began inquisition, and supported a crazy, mathematically challenged Italian named Christopher Columbus in his desire to sail West to find the orient

* Columbus’ discovery unleashed a slew of explorers

* Portugal’s acquisition of slaves, gold, ivory, and trade with India led to other countries challenging them for control

* Cortés’ and Pizarro’s successes over Aztecs and Incas drove desire to copy them, both for gold and to convert natives to both Protestant and Catholic faiths

* Spain and Philip II tried hard to prevent competition, especially with the Spanish Armada and the Counter-Reformation

a

C: Improvements in maritime technology and more organized methods for conducting such international trade, such as joint-stock companies, helped drive changes to the economies in Europe and the Americas.

* Portuguese developed the caravel, using a triangular sail called a lateen to allow for tacking into the wind

* Adapted Muslim astrolabe for better navigation, by calculating latitude, and Chinese compass

* Development of cash crops like sugar drove the desire to expand exploration and trade

* African slave trade provided capital and labor source

* Granting of monopolies provided profit incentive to companies * Creation of joint-stock companies decreased risk for individuals, and made colonization possible for English and Dutch (Jamestown, Plymouth, New Amsterdam, Boston, etc.)

c

II:

The Columbian Exchange and development of the Spanish Empire in the Western Hemisphere resulted in extensive demographic, economic, and social changes.

II

A: Spanish exploration and conquest of the Americas were accompanied and furthered by widespread deadly epidemics that devastated native populations and by the introduction of crops and animals not found in the Americas.

* Disease was the single most important factor allowing Cortés and Pizarro to conquer vast Aztec and Incan empires, making resistance to invasion very difficult

* Approximately 90% of Native Americans died from European diseases, especially smallpox

* Horses and large dogs were used as weapons against Native Americans

* Pigs were set loose; they devoured Native American crops

* European weeds infested Native American fields, making agriculture more difficult

* Cattle also destroyed native vegetation, and eventually replaced bison

a

B: In the encomienda system, Spanish colonial economies marshaled Native American labor to support plantation- based agriculture and extract precious metals and other resources.

* The encomienda system tried to replicate feudalism in the Americas, placing the Spanish at the top the social hierarchy, and forcing Native Americans to be peasants, grow crops, and tend animals in service to the Spanish lords

* Native Americans were used as labor force in mines as well

* The encomienda system was used by Father Junipero Serra to construct the chain of missions up the California coast (began 1769, so out of Period 1 – but a good synthesis point!)

b

C: European traders partnered with some West African groups who practiced slavery to forcibly extract slave labor for the Americas. The Spanish imported enslaved Africans to labor in plantation agriculture and mining.

* Portuguese replaced Arabs in the slave trade (and were in turn replaced by the Dutch and then the English)

* West Africans willingly captured other Africans to sell them to the Europeans, thus leading to widespread devastation of several cultures and kingdoms

* When Native Americans proved to be particularly susceptible to disease, Spain shifted to Africans who were immune to most European and tropical diseases (at the urging of Bartolomé de las Casas in particular, who thought using African slaves would protect Native Americans from exploitation)

c

The Spanish developed a caste system that incorporated, and carefully defined the status of, the diverse population of Europeans, Africans, and Native Americans in their empire.

* The “casta” system had specifically labeled categories which placed every kind of person on a social hierarchy that pinned them to a specific status.

* Top rank were pure Spaniards born in Spain, called peninsulares; in descending rank, creoles (pure Spaniards born in the Americas), mestizos (Spanish and Native American), mulattos (European and African), zambos (African and Native American), Native Americans, and enslaved Africans.

*Catholicism was required, as was the Spanish language

d

III:

In their interactions, Europeans and Native Americans asserted divergent worldviews regarding issues such as religion, gender roles, family, land use, and power.

III

A: Mutual misunderstandings between Europeans and Native Americans often defined the early years of interaction and trade as each group sought to make sense of the other. Over time, Europeans and Native Americans adopted some useful aspects of each other’s culture.

* Columbus thought Native Americans were Indians

* Moctezuma thought Cortés was the god Quetzlcoatl

* Native Americans didn’t understand the concept of owning the land; when they “sold” the land, they didn’t think it was permanent (Manhattan sold to the Dutch); Europeans insisted the sales were permanent

* Plains Indian fought by counting coup, while Europeans fought to kill

* Native American men hunted, while women often did the farming; Europeans appalled by this division of labor

* Europeans adopted the Three Sisters, particularly in New England and the Chesapeake, which allowed them to stay alive

* Native Americans adopted European technology, including knives, pots, and weapons

* Native Americans often learned European languages and converted to Christianity, particularly in the Spanish empire

a

B: As European encroachments on Native Americans’ lands and demands on their labor increased, native peoples sought to defend and maintain their political sovereignty, economic prosperity, religious beliefs, and concepts of gender relations through diplomatic negotiations and military resistance.

* The Aztecs resisted Cortés and the Spanish by bribing them to go away, and then by fighting against them until disease wore them down

* The Incas fought back against Pizarro and the Aztecs

* Our Lady of Guadalupe shows a religious vision which insisted the Virgin Mary had visited, showing dark skin

* Native American males refused to become farmers (that was women’s work to them), choosing ranching or herding instead

* Native Americans took advantage of the European desire for furs to gain European trade goods

* Powhatan “adopted” John Smith [after 1607]

* Pocahontas became Rebecca and married John Rolfe [after 1607]

* Opechancanough arranged a sneak attack on Jamestown and the English in 1622, and almost succeeded in wiping them out [after 1607]

* Squanto joined the Pilgrims, working with them to provide a diplomatic connection and preserve his own power [1620-1622] *Iroquois Confederacy played the French and British off against each other for over a century [after 1607]

b

C: Extended contact with Native Americans and Africans fostered a debate among European religious and political leaders about how non-Europeans should be treated, as well as evolving religious, cultural, and racial subjugation of Africans and Native Americans.

* Columbus seizing Native Americans and enslaving them, on the model of African slavery from Portugal

* Spanish forcibly assimilating Native Americans into Catholicism * French Jesuits living among Natives to convert them gently

* Bartolome de las Casas demanding Native Americans were Christians and shouldn’t be treated as slaves; suggested switching to African slaves (Valladolid debates with Juan Ginés de Sepúlveda)

c

key concepts unit 2

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.

2.1

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.

* encomienda system

* casta system

* forced assimilation by Catholic priests

* Native American labor replaced by African slavery

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.

* Both Dutch and French traded European goods for furs

* French sent in Jesuit missionaries to convert Indians and create working relationships; Jesuits learned languages and culture

* French fur traders intermarried with Indians to form alliances * Dutch allied with Iroquois, whom the French opposed

* Dutch took land and wampum trading network from the Algonquians, who then struck back and almost wiped out Dutch, who then allied with Mohawks to retaliate

I

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.

* English focused on settler colonies predominantly

* Pilgrims and Puritans came to establish their own churches, as well as acquiring substantial amounts of land for farming (Pilgrims, separatists, William Bradford, Thanksgiving); (Puritans, John Winthrop, City Upon a Hill/errand into the wilderness, predestination, conversion experience, Roger Williams, Anne Hutchinson, English Civil War, Halfway Covenant, Salem witch trials)

* Jamestown attracted settlers through the profits from tobacco, self-government with the House of Burgesses, and the headright system, which offered the chance to grow wealthy

* Pennsylvania offered land and religious toleration

* Maryland was a Catholic refuge, although Protestants outnumbered Catholics and rejected Act of Toleration

* Rhode Island offered religious toleration

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.

II

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.

* tobacco developed by John Rolfe

* headright system brought in thousands of indentured servants * only half of indentured servants survived “seasoning”

* overproduction of tobacco, enforcement of Navigation Acts, and decreasing attractiveness of available land and profits dried up pool of indentured servants

* Chesapeake slowly began passing laws creating race-based slavery

* Bacon’s Rebellion was the trigger event shifting the Chesapeake from white indentured servants to African slaves

* tobacco required large amounts of land to be profitable; only the ruling class of planters were able to squeeze out a profit

* tobacco produced colonies with few towns

a

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.

* Puritans’ “errand into the wilderness” to create a “City upon a Hill” demanded that all male settlers be treated roughly equally, so land was evenly distributed

* Puritans migrated as church communities, and laws required them to live closely together, near churches and schools, with a communal need to enforce laws based on Bible and a national covenant that discouraged tolerance and diversity

* Puritans required conversion experience for membership, which then allowed males to vote in Massachusetts

* New England grew corn and beans, and fished, which they then sold to the South and Caribbean colonies; NE bought molasses and made rum; trade built them into shipping power

b

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.

* New York began as New Amsterdam, welcoming a variety of ethnic groups, including the first Jewish community in America

* Pennsylvania was Quaker, whose pacifism and belief in an Inner Light meant welcoming all, and treating Indians relatively fairly

* Scots-Irish and Germans came to Pennsylvania in large numbers

* Middle colonies heavily focused on wheat

* Middle colonies remained diverse and tolerant throughout their existence

c

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.

* South Carolina and Georgia based on rice and indigo, and later cotton

* Caribbean colonies grew sugar, the most profitable of all crops * All of these colonies used Portuguese-based slavery, which was more cruel and destructive of human dignity, because the profits from sugar were so high, and the supply of slaves so close and so cheap, that they worked their slaves to death and bought more

* African slaves merged African belief systems and Christianity, producing voodoo and Santeria

d

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.

* House of Burgesses the first self-government; most other colonies followed their example

* Royal governors or proprietors had to work with these representative assemblies if they wanted to get anything done * Massachusetts based franchise on church membership, while others based it largely on property ownership

* New England town meetings allowed most adult white males to participate in making laws for their local communities

* Planter class in the South either required substantial property to vote or hold office, or they partied with their voters to get their votes

* Domestic politics and/or salutary neglect allowed American colonies to control the legislative process, especially taxation; occasional British efforts to re-assert control (Navigation Acts, Dominion of New England, Glorious Revolution) generally failed or were avoided

e

III. Competition over resources between European rivals and American Indians encouraged industry and trade and led to conflict in the Americas.

III

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.

* Mercantilism (colonies export raw materials, mother country sells back finished goods)

* Navigation Acts enforced trade only with British (bribery and smuggling undercut these for decades)

* Salutary neglect set the pattern

* South Atlantic System / Triangle Trades (food from New England sold in Caribbean, molasses taken back, turned into rum, which was then sold for other commodities, including slaves)

* Dutch, then British, went to war to seize control of slave trade

* Sugar islands the main source of imperial profits

* British went to war against Dutch and seized New Amsterdam / New York in order to enforce mercantilism

* northern American colonies used loophole in Navigation Acts to build trading vessels and control trade between North America and Caribbean

* New England exported food and rum; Middle colonies exported wheat; Chesapeake exported tobacco; North Carolina exported timber; South Carolina exported rice and indigo and later cotton

a

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.

* Value of European trade goods meant Native Americans went to war to control the trade with European colonies

* fur trade caused massive environmental damage, as beavers were slaughtered, which ruined lake and wetland environments they helped maintain

* Beaver Wars: Iroquois Confederation repeatedly went to war over neighbors to seize control of fur trade and European trade, pushing their neighbors to move, or to capture replacements for their lost tribe members in “mourning wars”

* Diseases spread by traders, French fur trappers, Native Americans forced Native American tribes to remake themselves into new groups and forge new identities and ways of survival (tribalization)

b

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.

* Dutch armed the Iroquois, who warred against allies of French; French eventually went to war against Iroquois, who allied themselves with the British over time, or played French and British off against each other

* Puritans in Connecticut waged genocidal Pequot War to seize land

* John Eliot / “praying Indians” / written language created by Eliot, who translated the entire Bible

* John Smith / Pocahontas / Powhatan / Opechancanough’s 1622 and 1644 attacks (Opie was killed by Native Americans allied with English)

* Bacon’s Rebellion / slaughter of frontier Native Americans

* King Philip’s War / Metacom tried to drive English back into sea, but other Native American groups sided with English

* King William’s War / Queen Anne’s War / King George’s War all had Native American groups on both the French and British side * George Washington’s 1754 expedition into the Ohio Valley saw Native Americans on both sides playing their own political games * Resulting French and Indian War saw Native Americans forced to take sides as British drove French out of North America

* Spanish war on Aztecs involved conquered tribes allying with Spanish, then becoming conquered themselves [Period 1]

c

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.

* King James I took over Virginia as a royal colony, and ordered House of Burgesses abolished; royal governor discovered he couldn’t rule without it

* Lord Baltimore and Catholic minority often at odds with Protestant majority in Maryland, as can be seen in passage – and dismissal – of Toleration Act designed to protect Catholic minority

* New England unhappy with Oliver Cromwell for ignoring their “City upon a Hill” / Navigation Acts widely defied with smuggling and bribery over the next century

* Louis XIV refused to allow French Huguenots to emigrate, fearing they would rebel, so New France choked off from French settlers (French peasants also refused to emigrate, as they had more rights than English peasants displaced by enclosure)

* Spanish never allowed their colonies any degree of self-rule, nor did they allow any Spanish creoles born in New Spain any kind of significant power

* British colonies often at odds with each other over western lands, which the British kings had granted with conflicting claims * New England furious with Restoration of King Charles II

* Bacon’s Rebellion put colonists under Nathaniel Bacon at war with royal governor William Berkeley

* King James II took away self-government in New England, putting all of New England, New York, and New Jersey into Dominion of New England

* Glorious Revolution met with acclaim in America, even though William and Mary altered colonial charters and created others *W.A.G. the French and Indians! Colonies annoyed by treaties [this is a mnemonic device to keep the colonial wars in order: William, Anne, George, French and Indian]

d

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.

* 1622 Virginia massacre by Opechancanough * Miles Standish’s pre-emptive strike

* Pequot War in Connecticut

* King Philip’s War / Metacom

* Bacon’s Rebellion (involved right to slaughter Native Americans)

* W.A.G. the French and Indians – four wars, all involved conflicts with Indians, as well as the French

* Paxton Boys

e

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.

* Our Lady of Guadalupe

* Day of the Dead

* The Day of the Holy Cross (May 3rd) [major Mexican holy day]

* Maximón also called San Simón, is a folk saint venerated in various forms by Maya people of several towns in the highlands of Western Guatemala. The veneration of Maximón is not approved by the Roman Catholic Church. [source:Wikipedia]

* Pueblo Revolt / Popé’s Rebellion – Native Americans allowed to maintain their own territory and cut down on forced assimilation

f

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.

2.2

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.

I

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.

* Puritan hostility towards Quakers and Catholics

* Roger Williams / banished by Puritans / creation of Rhode Island

* Anne Hutchinson’s heresy trial / rejection of patriarchy / antinomianism / fled to Rhode Island

* New York – Dutch heritage and multi-ethnic community

* Quakers in Pennsylvania – religious and ethnic tolerance due to belief in pacifism and Inner Light – Germans and Scots-Irish came in large numbers and maintained cultural identities

* Church of England largely in hands of local authority, particularly in Chesapeake, which undercut conformity

* Great Awakening inspired by German pietism; Jonathan Edwards combined Locke’s theory of the senses with his own revival of Puritan conversion experience; British George Whitefield then took Edwards’ hellfire and brimstone style and sparked Great Awakening across the thirteen colonies, which sparked many conflicts between Old Lights and New Lights, who then set up their own churches and colleges (Baptists and Methodists especially, and most of the Ivy League schools were founded as a result)

* Books brought European Enlightenment to America, where an entire generation of educated Americans adopted them – Franklin and all his inventions, his proof that lightning was electricity, his publication of Poor Richard’s Almanack, his anonymous writings under assumed names, lending libraries, fire companies, hospitals; Jefferson and all his talents

* Deism – God as the great watchmaker

a

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.

* most colonies eventually became royal colonies, with the Church of England becoming standard, along with representative assemblies and royal governors

* All colonies spoke English as main language

* Upper classes – northern merchants and southern planters – all modeled their lives on upper class British, from houses to clothing to carriages to education of sons to reading to music

* currency largely dependent on British bills of credit

* every colony tied into the British trading networks

* British books and literature widely read

* Great Awakening spread Baptists and Methodists across colonies, as well as anti-authoritarianism

* Enlightenment books also spread anti-authoritarianism (helped lay groundwork for Revolution)

* political ideas heavily shaped by reading the Real Whigs, and their conspiracy theory forms the ideological backbone of the American Revolution, along with John Locke’s theory of government and revolution

[Real Whigs: Beware of DEBT, which leads to high TAXES, which leads to an expansion of GOVERNMENT, which then creates a STANDING ARMY to come take away your freedom!]

[Locke: Government is created to protect rights to life, liberty, and property; if gov’t fails to protect those rights, the people have a right to revolt and create a new government]

b

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.

* King James I and takeover of Virginia as a royal colony

* English Puritans and Navigation Acts

* Restoration colonies showed King Charles II carving up “his” continent

* King James II and the Dominion of New England

* Glorious Revolution and re-chartering of many colonies with new restrictions [church of England established, royal governors] * Salutary neglect led to decades of lax enforcement

* W.A.G. the French and Indians! [many British politicians feared Americans would defy them, as they had during these wars, once France was gone]

c

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.

* Colonists had a long tradition of running their own affairs through their representative assemblies (House of Burgesses, New England town meetings)

* Pilgrims were religious separatists

* Puritans insisted their charter granted them political independence (removed from them by King James II, and William and Mary refused to restore it after Glorious Revolution)

* Puritans’ “City upon a Hill” the ideal church – independent congregations

* Virginia planters controlled salaries of Anglican ministers

* Maryland was Catholic, Pennsylvania, Delaware, and New Jersey were Quaker, with Scots-Irish Presbyterians and German dissenters allowed to practice their own religions

* New York had a Jewish community, and their temple still exists today

* Colonists asserted control over taxation and laws through their colonial assemblies, which controlled royal governors by controlling their salaries

* Locke’s theory of government encouraged colonists to believe they were the font of political power

* Enlightenment and Great Awakening both encouraged anti- authoritarianism

* New churches and colleges further eroded authority of British

* experiences in W.A.G. the French and Indians reinforced colonists’ belief that the British didn’t understand them (especially the French and Indian War, which shocked many Americans serving with British regulars – British brutal, authoritarian, and highly disdainful of Americans

* Real Whigs [conspiracy drives American Revolution]

* Salutary neglect encouraged Americans to develop their own way of doing things

* defying Navigation Acts through bribery and smuggling became a way of life for many

d

II. Like other European empires 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 for those colonies.

II

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.

* slavery existed in every colony, although far fewer in the northern colonies, where there wasn’t an economic need

* Seaport colonies all participated in slave trade, by providing food, buying molasses / making and selling rum, and/or by transporting slaves from Africa

* Sugar colonies drew the vast majority of slaves, but Chesapeake, South Carolina, and Georgia all bought slaves

a

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.

* 1662 Virginia law made slave status dependent on who mother was

* 1669 Virginia law made murder of a slave by owner not punishable by law

* 1675-76 Bacon’s Rebellion made African slavery the preferred labor force

* 1692 interracial sex made illegal (widely ignored by white males, but a major infraction for black males)

* 1705: Virginia made all Africans, by definition, slaves

* other laws passed: Africans couldn’t own guns, join militia, own white indentured servants, or be freed by religious conversion

b

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

* 1739 Stono Rebellion the major slave rebellion prior to the Revolutionary War

* cooperation the most common response, as it was the easiest, and carried rewards

* passive resistance common as well, working slowly, or poorly, or “accidentally” breaking things

* theft or sabotage

* violence and murder

* running away, intermarry with Native Americans, or flee to towns and hiding as a free man

* Chesapeake slaves often managed to marry and form families, and passed on family names, traditions, and knowledge

* African ritual scarring persisted as “country markings”

* African hairstyles, motifs in carving and pottery, wooden mortars and pestles, house designs, musical instruments, music, Muslim and animist beliefs all passed down

* Congo dances

* rejection of marriage between cousins / incest taboo

* jumping over the broomstick

* older slaves called aunts and uncles / fictive kinship

* slaves negotiated labor requirements through the task system in South Carolina rice plantations

c

wxt 1.0-Explain how different labor systems developed in North America and the United States, and explain their effects on workers’ lives and U.S. society.-key concept 1.2.II

wxt 2.0-Explain how patterns of exchange, markets, and private enterprise have developed, and analyze ways that governments have responded to economic issues.-key concept 1.2.I

wxt 3.0-Analyze how technological innovation has affected economic development and society.-1.2.I

cul 1.0-Explain how religious groups and ideas have affected American society and political life.-1.2.III

cul 3.0-Explain how ideas about women’s rights and gender roles have affected society and politics.-1.2.III

cul 4.0-Explain how different group identities, including racial, ethnic, class, and regional identities, have emerged and changed over time.-1.2.III

mig 1.0-Explain the causes of migration to colonial North America and, later, the United States, and analyze immigration’s effects on U.S. society.-1.2.II

mig 2.0-Analyze causes of internal migration and patterns of settlement in what would become the United States, and explain how migration has affected American life.-1.1.I

geo 1.0-Explain how geographic and environmental factors shaped the development of various communities, and analyze how competition for and debates over natural resources have affected both interactions among different groups and the development of government policies.-1.1.I , 1.2.II

wor 1.0-Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America.-1.2.I , 1.2.III

related thematic learning objectives unit 1

related thematic learning objectives

related thematic learning objectives unit 2

NAT-1.0 Explain how ideas about democracy, freedom, and individualism found expression in the development of cultural values, political institutions, and American identity- 2.1.II , 2.2.I

POL-1.0 Explain how and why political ideas, beliefs, institutions, party systems, and alignments have developed and changed.- 2.2.I

WXT-1.0 Explain how different labor systems developed in North America and the United States, and explain their effects on workers’ lives and U.S. society.- 2.2.II

WXT-2.0 Explain how patterns of exchange, markets, and private enterprise have developed, and analyze ways that governments have responded to economic issues.- 2.1.II , 2.1.III , 2.2.I

CUL-1.0 Explain how religious groups and ideas have affected American society and political life.- 2.2.I

CUL-2.0 Explain how artistic, philosophical, and scientific ideas have developed and shaped society and institutions.- 2.2.I

CUL-3.0 Explain how ideas about women’s rights and gender roles have affected society and politics.- 2.2.II

CUL-4.0 Explain how different group identities, including racial, ethnic, class, and regional identities, have emerged and changed over time.- 2.1.III , 2.2.II

MIG-1.0 Explain the causes of migration to colonial North America and, later, the United States, and analyze immigration’s effects on U.S. society.- 2.1.I , 2.1.II

MIG-2.0 Analyze causes of internal migration and patterns of settlement in what would become the United States, and explain how migration has affected American life.- 2.1.II

GEO-1.0 Explain how geographic and environmental factors shaped the development of various communities, and analyze how competition for and debates over natural resources have affected both interactions among different groups and the development of government policies.- 2.1.II

WOR-1.0 Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America.- 2.1.I , 2.1.III , 2.2.II

people

chapter 1 - the collision of cultures

Christopher Columbus- Italian explorer, first european to land in the Americas, brought new people, foods, goods, animals, and diseases.

Conquistadores-A group of Spanish explorers who created a strong American empire for the Spaniards by fighting the Aztecs. Brought smallpox.

Courers de Bois- French fur traders and trappers in Quebec. Created an extensive trade which became the foundation for the french colonial economy

Don Juan de Onate- Traveled through Mexico, claiming land for Spain that was already occupied by Pueblo Indians. Increased Spanish population in Mexico, created bad relationship with Pueblos.

Henry Hudson- Englishman employed by the Dutch who sailed up the Hudson River and thought he'd found a route through the continent.

Meso-Americans- The people of what is now Mexico and Central America. Established Tenotchtitlan and became one of the largest, most successful civilizations.

Mestizos- People of mixed races

Puritans- Ardent protestans who hoped to cleanse and purify the church, believed Catholic church was a scam, many came to America looking for refuge outside of England

Samuel de Champlain- Founder of Quebec who led an attack on the Mohawks

Sir Walter Raleigh- Colonization pioneer who brought ideas of enslavement to the New World

chapter 1: the collision of cultures

chapter 2 - transplantations & borderlands

chapter 2: trans plantations & borderlands

Anne Hutchinson- Woman from Boston who antagonized leaders of colony saying the elects had no right to spiritual office.

George & Cecelius Calvert- Blood relatives to Lord Baltimore, negotiated to win a charter for Maryland.

Jacob Leiser- A German immigrant who made himself the hed government in New York.

James Oglethorp- Member of parliament, military hero, created Georgia, wanted military buffer bewtween Florida, Georgia, and South Carolina.

John Calvin- French theologia, rejected Catholic belief, founder of Calvinism.

John Smith- Famous world traveler who imposed work & order in the virginia settlement (Jamestown). This saved the colony.

Metacomet- Indian chief known as King Philip to whites. Biggest resistance to Europeans (King Philip's War)

Praying Indians- Natives who converted to Christianity and joined Puritan communities, providing crucial assistance to the colonists

Puritans- A religious group that migrated to America & became the pilgrims

Quakers- A dominant colonial religion

Roger Williams- Minister and Rhode Island politician. Called for complete separation of church and state, created town of Providence.

Sir William Berkeley- Was governor of Virginia, put down the 1644 Indian uprising

William Bradford- Governor, started industrialism in the Plymouth plantation. Payed off Plymouth's debt to england.

William Penn- Established Pennsilvania.

chapter 3 - society & culture in provincial america

Cotton Mather- Puritan thologian who popularized the idea of smallpox innoculation (giving someone a small case of smallpox to boost immunity)

George Whitefield- Leader of Calvinist Methodists, made a missionaary journey to the New World from England and was a maajor force in promoting religious revivalism in both England and America.

Huguenots- French Calvinists who werent religiously accepted in France, so they migrated to the colonies.

John and Charles Wesley- Founders of Methodism who made several evangelizing tours through colonies. Leaders of the Great Awakening.

John Locke- English philosopher who created the idea of the inalienable rights. His ideas contributed to the enlightenment.

John Peter Zenger- New York Publisher who wrote and attack on a public official. Went on trial but since all claims made in the attack were true, it was deemed legal.

Johnathan Edwards- New England congregationalist who attacked the religious ideals of the awakening, preaching highly orthodox puritan views.

chapter 3: society & culture in provincial America.

Chapter 3:

Covenant- A puritan community/town which bound all it's residents in a religious and social commitment.

Chapter 2:

California- The Spanish colonized Cali and used natives for labor

Chesapeake Region: London Company & Virginia Company traveled up the Chesapeake and established Jamestown, eventually leading to MD and Va

Dominion of New England- Cmbo of MA, NY, Nj. Est. 1679

New Amsterdam- English took amsterdam from Dutch

PA- Founded by William Penn in 1682

Plymouth- First pilgrim town

Chapter 1:

Atlantic world- Another term for the New World

Cahokia- A city located near modern day St. Louis, run by Woodland Indiands. Had a population of 10,000 at it's peak

Jamestown- First English settlement in New World, gave England confidence in colonizing the rest of the Americas

Tenotchtitlan- A city established by Mexicas, as the most succesful city in it's time

places

events

Pequot War: 1636-38, The Dutch, English, And Pequot Tribe wanted control of the fur trade. The Pequot tribe lost and was forced to flee New England. Those who didn't were killed or sold into slavery.

Great Awakening: Major religious revival that was all through England and America. Emphasized the idea that everyone could start fresh and break away from old constraints.

Stono Rebellion: A revolt of about 100 African slaves in 1739 who seized weapons and attempted to escape from South Carolina to Florida. It failed.

events

Pueblo Revolt: Also known as Pope's Rebellion, was in 1680 when the Pueblo Indians staged an uprising against Spanish colonizers. This was the most successful Native American uprising, and was detrimental to Spanish colonies in the area (New Mexico)

Bacon's Rebellion:An uprising held by Nathaniel Bacon in Virginia, 1676-77. The Virginian government would not let colonists kill natives, so the colonists revolted against the government and the natives.

Glorious Revolution: The overthrow of King James II from the throne of England in order to replace him with the first non-Catholic ruler.

King Philips War: A conflict between English colonists and the Native Americans of New England in the 17th century. It was the Native-American's last major effort to drive the English colonists out of New England.

other vocab/note card terms

other vocab

chapter 1

Mercantilism- Greatly enhanced position of new merchant capitalists. It increased attractiveness of acquiring colonies and guided economic policies of all European nation states at the time.

Racial hierarchy- A system in which Spanish were at the top and natives at the bottom.

Smallpox- A disease that was brought from Europe which natives had no medicine for. It wiped out a lot of the native population.

African slave trade- Trading African criminals and hostages as slaves due to the growing need of workers to harvest sugar cane. Brought African slavery to New World

Algonquian- A sedentary Native American tribe connected through speaking the same language.

Biological and cultural changes- The racial lines started to blur as European and native people interacted and reproduced.

Corn/maize cultivations- An important crop for natives

Encomienda- A forced labor system the Spanish used on the natives.

Fur Trade- natives and French trading furs and pelts in Canada. Created a good relationship between natives and French

Iroquois- A powerful Native American tribe

Matrilineal- A society in which women would handle trade, were principle farmers, managed child care, and food preparation. Seen in some native tribes.

chapter 1

chapter 2

toleration act- an act that assured freedom of worship to all christians

Virginia house of burgesses- first meeting of an elected legislature in what was to become the U.S.

chapter 2

agricultural technological exchange- agricultural technologies developed by natives and borrowed by English. Only way colonists survived.

Barbados slave trade- sending African slaves to the Barbados Islands to cultivate sugar. Created large African population in Caribbean

Fundamental Constitution for Carolina- An elaborate system of land distribution based on social class.

headright- Fifty acre grants of land to encourage people to move to colonies.

Mayflower compact- A document that established a civil government and slowed loyalty to England

Navigation Acts- the English government passed laws to regulate the colonial commerce even more strictly

sugar cane- a labor intensive crop that fueled the need for slavery as it supported the colonial economy

theocracy- a society in which the line between the church and state was hard to see.

chapter 3

Slave codes- limits on the rights of blacks by law. Based only off color, so even if you weren't African, if your skin was not white it applied.

Triangular Trade- An elaborate trade of agricultural products, meat, molasses, sugar, slaves, rum

chapter 3

covenant- Each new Puritan settlement drew up a "covenant" among it's members, binding all residents in a religious and social commitment.

Gullah- A language spoke my slaves that was a hybrid of English and African tongues.

indentured servitude- English men and women who bound themselves to masters for a fixed amount of time of servitude in exchange for passage to America.

Indigo- a staple crop that contributed to the South Carolina economy, and satisfied the blue dye demand in England.

Jeremiad- Puritan sermons of despair and deploring signs of waning piety by scaring listeners

middle passage- the journey the africans being transported from Africa to the colonies

primogeniture- the passing of all inherited property to the first born son

Saugus ironworks- Used water power to drive bellows which controlled heat in furnace. They failed but iron working carried on to be very profitable.

primary sources

unit 1: http://ap.gilderlehrman.org/period/1

unit 2: http://ap.gilderlehrman.org/period/2

primary sources

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