Quiz Date(s) ________________
High Ewald
2015-2015
Test Date
________________
Vocabulary Due Date__________
Period 2
(1607-1754)
COLONIAL UNIT
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.
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.
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.
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.
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. Competition over resources between European rivals led to conflict within and between North American colonial
possessions and American Indians.
II. Clashes between European and American Indian social and economic values caused changes in both cultures.
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.
Page 1
Period 2 Homework:
Perspective: For this period in AP US History you will focus on the perspective of various important figures
from this period. You will be given a list of ten names or pairs of names. You must write a paragraph from
their perspective of what colonial life was like for them. Be sure to include in each paragraph the following
information: Motivation, Policy (economic, social, and political), Interaction/Conflict with other groups,
and Legacy. Within each paragraph be sure to include at least FOUR additional vocab words from the textbook
(HIGHLIGHT the additional terms used). Understand that some of these figures may be in small sections in the
book and you may have to elaborate on some as being part of a bigger issue in the colonies (ex. The treatment
of natives throughout the colonies, being manifested in one event).
Ex. Captain John Smith
6. Nathanial Bacon
1. John Rolfe/Powhatan
7. William Penn
2. John Winthrop
8. Sir Edmund Andros
3. Roger Williams/Anne Hutchinson
9. John Peter Zenger/Ben Franklin
4. Metacom
10. Jonathan Edwards/George Whitefield
5. Lord Baltimore
Example:
Captain John Smith:
It has been quite the struggle since arriving here in Jamestown, being the first permanent settlement in the new
world has put a lot of pressure on us. The fact that we set up our colony in the marshy area of Southern Virginia
hasn’t helped. What started as a quest to find riches and wealth turned into a time where no one was willing to
work. No one knew how to work or how to start a settlement. It wasn’t until I told them if they didn’t work they
wouldn’t eat did we start to get down to business. We also had some early run-ins with the Powhatan tribe, the
indigenous people of the area. They had already established a series of agricultural villages that populated a
large part of this area we were new to. Led by Wahunsonacock, these early conflict with the native people
made our settlement quite difficult. The problems became more severe after I returned to England. What
became known as the starving time, cost us all but 65 of our original settlers. If it weren’t for a new governor
and supplies we may have ended this endeavor.
Page 2
Examining Passenger Lists Lesson Plan
Central Historical Question:
What can passenger lists tell us about who settled in the New World
and where they settled?
Use the information on the passenger lists to complete the chart below and answer the
questions that follow:
To Virginia
To New England
Total Passengers
Ratio of Males to
Females
Age Distribution
0-4 (infants)
5-13 (children)
14-24 (young adults)
25-59 (adults)
60+ (elderly)
Number of married
passengers
Number of passengers
traveling with at least
one family member
1. Describe the “typical” English immigrant to the New World in terms of gender, age, and
marital status on each of the ships. How does this differ on the two ships?
2. What can you tell about the social background and wealth of the average passenger on each of
the ships? Does one of the ships have richer passengers? What do you predict the
passengers on the America will do when they arrive in Virginia?
Page 3
Puritans Guiding Questions
Document A:
1. Sourcing: Who was John Winthrop speaking to in this sermon? What do you think is the purpose of this sermon?
2. Contextualization: Imagine what his audience might have been thinking and feeling as they listened to him on the ship. Describe
it below.
3. Close reading: What is the main idea of this speech? What do you think Winthrop means when he says, “We shall be as a City
Upon a Hill?”
Document B:
1. Sourcing: Who was John Cotton speaking to in this sermon? Why is he speaking about settling in a new land?
2. Contextualization: In this sermon, who are the ‘inhabitants’ in the new land? Who are the ‘foreign people?’
3. Close reading: What does Cotton say that God will do for the foreign people when they arrive in the new land?
Corroboration: Using evidence from Document A and Document B, answer the question
below:
Were the Puritans selfish or selfless?
Page 4
King Philip’s War Guiding Questions
DOCUMENT A
Sourcing: Always source the document before you begin to read!
1. Who wrote this account? Was the author a colonist or a Native American?
2. When was this account written? (before or after King Philip’s War?)
3. Given who wrote it, do you think it’s fair to call the document King Philip’s Perspective? Why or why not?
Contextualization: Begin reading the document after you’ve sourced it.
4. What was happening in New England that led to this meeting?
5. What are 3 complaints that the Native Americans made to John Easton?
DOCUMENT B
Sourcing: Always source the document before you begin to read!
6. Who wrote this account? Why would the English government care about what was happening all the way across the ocean in New
England?
7. When was this account written? (before or after King Philip’s War?)
8. What do you predict the author will say were the causes of King Philip’s War?
Close reading: Begin reading the document after you’ve sourced.
9. What are three different theories that the colonists have for why Indians attacked English settlements? Do the colonists blame
themselves? Explain.
10. Based on Document B, how would you describe the colonists’ attitude towards Native Americans?
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Corroboration: Compare the accounts in Documents A and B.
Using evidence from Documents A and B, what do you think caused King Philip’s War of
1675?
What caused the Salem Witch Crisis of 1692?
What is it? (Describe this
According to this document, why did the people of Salem believe the girls’
piece of evidence)
accusations?
Salem
Evidence
A
Salem
Evidence
B
What is it? (Describe this According to this document, what was happening economically in Salem in 1692?
piece of evidence)
Salem
Evidence
C
Salem
Evidence
D
Page 6
Great Awakening
Why was George Whitefield so popular?
Using information from all 4 pieces of evidence, write a paragraph in the space below that best answers the
question:
Source: author, type of document,
date
Document A
Summarize: main idea
Ben Franklin
Hypothesis 1: According to Document A, why was George Whitefield so popular?
Source: author, type of document,
date
Document B
Summarize: main idea
Nathan Cole
Hypothesis 2: According to Document B, why was George Whitefield so popular?
Document C
Source: author, type of document,
date
Summarize: main idea
Nathanael Henchman
Hypothesis 3: According to Document C, why was George Whitefield so popular?
Page 7
Underlying Conflict &
Changes
Hello!
My Name is
Obvious
Conflicts &
Changes
Underlying Conflict
& Changes
Hello!
My Name is
Change & Continuity
Puritans
Change & Continuity
King Philips War
Obvious
Conflicts &
Changes
Page 8
Underlying Conflict &
Changes
Hello!
My Name is
Obvious Conflicts
& Changes
Underlying Conflict &
Changes
Hello!
My Name is
Change & Continuity
Salem Witch Trials
Obvious Conflicts
& Changes
Change & Continuity
Great Awakening
Page 9
Seven Years War
Rap Battle
Your goal is to prove in a debate that you are the most deserving, and the most capable of taking, the Ohio River Valley in
the Seven Years’ War.
Each team member will write a short paragraph (on their own) summarizing their arguments and a few sentences on
which team (French, British, American Indians, Colonists) wins and why you think so. However you cannot vote for your
own team!
Your Team Summary:
Debate Notes
British
Native American
Characteristics/Needs:
Characteristics/Needs:
Argument: In what way is this group MOST deserving &
capable of controlling Ohio River Valley?
Argument: In what way is this group MOST deserving &
capable of controlling Ohio River Valley?
Colonists
French
Characteristics/Needs:
Characteristics/Needs:
Argument: In what way is this group MOST deserving &
capable of controlling Ohio River Valley?
Argument: In what way is this group MOST deserving &
capable of controlling Ohio River Valley?
Page 10
REGION/
CATEGORY
Colonies
Type/Founding
&
Initial Purpose
of the Colony
NEW ENGLAND
Massachusetts
Connecticut
Rhode Island
New Hampshire
Primarily charter
and royal (1620-1691)
MIDDLE COLONIES
SOUTHERN COLONIES
Pennsylvania
New York
New Jersey
Delaware
South Carolina
North Carolina
Georgia
Primarily proprietary
and royal (1664-1702)
Primarily royal
and proprietary (1607-1732)
CHESAPEAKE
COLONIES
Virginia
Maryland
Royal & Proprietary
Political Traits
Economic
Traits
Social Traits
(& immigration
patterns)
Cultural Traits
Important
People in the
Colonies
Page 11
The Duel for North America
Directions: Read Chapters 4-5 in the Enduring Vision. As you read, answer the questions below. Be sure to
write your answers in your OWN words.
The First World Wars:
1. For each of the following wars, explain who was fighting, why they were fighting and how the war ended
(talk about the treaty).
a. King William’s War
b. Queen Anne’s War
c. War of Jenkins’s Ear/Austrian Succession:
2. Why were colonial Americans unhappy with the peace treaty following the “War of Jenkins’s Ear”?
War with France
3. Why were the French and the British fighting over the Ohio valley?
4. How did George Washington “inaugurate” war with France?
5. What were the sides in the “Seven Years War”? How did the fighting in Europe impact the war in
America?
6. How did the British in Nova Scotia react to the beginning of war?
7. What were the 2 goals of the Albany Congress? Were the goals achieved?
8. Who was General Braddock and what did he do?
9. What was William Pitt’s strategy for attacking New France? Did it work?
10. What was the final significant battle of the war?
Impact of the War
11. What was the result of the French and Indian war for the French? For the Spanish? For the English?
12. What impact did the war have on the colonists?
13. How did the French and Indian War weaken tribes like the Iroquois and Creeks?
14. What was the effect of Pontiac’s attack on frontier outposts in 1763?
15. What was the Proclamation of 1763? How did the American colonists react to it?
Page 12
Name ____________________
th
17 Century English Colonies: Opportunity and Oppression in Colonial Society
I. Colonial Society in the 17th Century
A. New England
1.
NE was more stable than other colonies due to families, access to marriage, longer life expectancy
2.
Education was valued in NE: led to high literacy rate & Harvard (1638)
3.
“Golden Age” for NE women? Important contributions but controlled no property
4.
Social Hierarchy in New England: gentry, yeoman farmers, laborers/poor
B. The Chesapeake
1.
“Normal” family life was impossible in Virginia due to scarcity of women/families & high death rate
2.
Women in Chesapeake Society had bargaining power but were vulnerable
3.
Social Hierarchy in Chesapeake: plantation gentry, yeoman farmers, indentured servants, slaves
4.
Social mobility was very limited due to emergence of American-born plantation aristocracy
C. African Slaves
1. Slaves imported due to a “need” for labor
2.
Originally Africans were treated as indentured servants; But by 1700, slavery was a racial norm
3.
By 1720, the American slave population became self-sustaining
4.
Resistance by the 18th Century such as the Stono Rebellion (1739), NYC riots (1741), & runaways
II. Colonial Economy in the 17th Century
A. Diverse economies: Chesapeake/South (cash crops), Middle (shipping, professions), NE (subsistence, fish)
B. Salutary neglect until 1650s meant the colonies were not state-funded or state-protected
C. Charles II initiated mercantilism to increase royal profits from the colonies:
1. Navigation Acts of 1660 & 1663 restricted colonial trade
2. These acts created a Board of Trade & provided a stable trade partner which benefited colonists
III. Colonial Factions Spark Political Revolt, 1676-1691
A. In the late 17th Century, conflicts erupted between colonial “ins” and “outs”
1.
Bacon’s Rebellion
a. Frustrated farmers led by Nathaniel Bacon against Governor Berkley
b.
Changed view of indentured servants & slaves
2.
King Philip’s War led to the temporary “Dominion of New England” under Governor Andros
3.
Witchcraft in Salem (New England) led to a panic & 20 executions in 1691
IV. Conclusions
Page 13
18TH CENTURY AMERICAN CULTURE
th
I. North American regions in the 18 century
A. Native Americans in contact with European colonists grew dependent on manufactured goods
B. Spanish Borderlands grew slowly & lacked firm Spanish political & military control :
1. Florida & California were unattractive settlements for Spanish colonists
2.
Popé’s Rebellion in Northern New Spain limited Spanish control
C. French settlements increased; missionaries, farmers, & trappers in Canada; “highway” along the Mississippi
II. Growth & Diversity in 18th Century America
A. English colonies different from Spanish and French due to booming economy & population & in its diversity
B. 18th Century immigration to English America brought great diversity
1. African slaves remained the largest immigrant group in the 17th century
2.
Convict immigration increased due to the Transportation Act of 1718
3.
Scotch-Irish & Germans were the 2 largest ethnic European immigrant groups
4.
The Backcountry near the Appalachian Mountains offered cheap (but not great) land & became very diverse
III. 18th Century American Commerce
A. English colonial economy grew but Spanish & French colonial economies were stagnant
1. American colonial affluence increased despite its population growth
2.
Mercantilism increased British desire for American products
B. Availability of cheap British manufactured goods increased colonial consumerism:
1. Desire for “home” goods reflected American wealth but also colonial debt
2.
Increased inter-colonial trade led to new transportation routes (the Great Wagon Road)
C. Only 5% of Americans lived in cities but 17th century cities began to grow due to intermediary trade
IV. 18th Century American Politics
A. British colonies practiced some self-governing while Spanish & French were state-controlled
1. Almost all colonies had royal governors & colonial assemblies
2.
But colonies were not truly democratic because power was usually reserved for the landed elite
B. Colonial governments:
1. Royal governors resembled the English monarchy
2.
Governors councils resembled the English House of Lords
3.
Colonial assemblies resembled the House of Commons; Assemblies were popular & controlled all taxes
V. The Great Awakening
A. Decline in religious devotion
1. All colonies saw decline in church attendance & membership; NE introduced the “Half-Way Covenant”
2.
17th century sermons were seen as impersonal; Arminianist preaching emerged & focused on free will
B. The Great Awakening
1. A series of enthusiastic religious revivals that focused on conversion; It was not a unified movement
2.
Prominent preachers: Jonathan Edwards (Sinners in the Hands of an Angry God) & George Whitefield
3.
Impact of the Great Awakening
a. New universities were founded to educate “New Light” preachers
b.
The Great Awakening proved to be America’s first “national” event
c.
“New Light” itinerants, women, blacks challenged their place in colonial society
d.
Led to new Christian denominations which added to America’s religious diversity
Page 14