APUSH: 2016-2017
Summer Reading Assignments
1. Take the course for the right reasons.
2. The pace is fast, but the course work is predictable and manageable, it’s your job.
3. The summer assignment is an excellent indicator of student performance, get it done.
Expectations: Students enrolled in Advanced Placement U.S. History should think ahead about the goals
and challenges of the course. This is a college-level course that will require an extensive amount of
reading, essay writing, and critical analysis of primary and secondary sources. Our philosophy in assigning
summer work is to get you acquainted with some of the resources we will be utilizing during the 20162017 academic year. The assignments are a typical sampling, but in no way entirely, of what will be
completed during the school year. They include mastering chapter identifications, guided reading
questions, document analysis, and student generated notes.
KEY DATES for SUMMER 2016
June 8th Pick up summer reading handouts and course syllabus.
June 13th to June 17th Pick up one copy of the class text book and other required resources from the
History Office, room 120. (See either Mr. Smith or Mr. Burke)
June 23rd to August 31st Email with any questions, comments, or concerns.
Mr. Smith ( AP US History Teacher) [email protected]
Mr. Burke (AP US History Teacher) [email protected]
July 1st to First Day of Class Work on APUSH summer assignment.
September 6th (Tuesday) Summer assignment collected. Be prepared for an assessment based on your
summer assignment. 50 multiple choice questions and three short answer questions on first six chapters.
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APUSH: Summer Assignment Descriptions
CORE CONTENT
Identifications: Your chapter identifications are simply essential vocabulary terms, people, or
events of note. As we progress through the year it is your responsibility to master these
identifications. A mastery of this material will complement lecture discussions and serve as
review for weekly quizzes, unit tests, and the May APUSH exam.
Guided Readings: Each chapter you read this year will have a collection of questions to guide
you through the approximate 40 pages of reading. We will be exploring nearly 40 chapters in
the 100+ class meetings preceeding the AP US History Exam currently scheduled in May 2017;
so the guided reading questions are designed to move you through an average of 1.5-2
chapters per week in an efficient manner. Please see an example of guided reading responses
on the next page.
Document-Based Questions:
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SUPPLEMENTAL RESOURCES
Outside Readings- Your outside readings will encompass historical journals, scholarly articles,
historical novels, or biographies to complement course content and examine alternative
perspectives. You will be expected to generate notes in a variety of formats.
AMSCO – United States History: Preparing for the Adavanced Placement Examination 2015
edition $18.95
2015-2016 Thematic Learning Objectives
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Identity
Work, exchange, and technology
Peopling
Politics and power
America in the world
Enviornment and geography-physical and human
Ideas, beliefs, and culture
Exam Description
Section I
Part A: Multiple Choice- 55 questions, 55 minutes: 40% total exam score
Part B: Short-answer questions- 4 questions, 45 minutes: 20% total exam score
Section II
Part A: Document-based question- 1 question, 60 minutes: 25% total exam score
Part B: Long essay question- 1 question, 35 minutes: 15% total exam score
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APUSH SUMMER ASSIGNMENT
Guided Reading Examples
COMMENTARY: This is a minimalist response that does not serve as a useful tool for content mastery or May
exam review. Based on the language contained in the response, there is limited evidence of text reading and no
details beyond surface level recall. Please avoid this type of response.
COMMENTARY: This response contains relevant language and details that essentially summarize the text
reading. Combined with chapters Ids, references to “white collar” and “cult of domesticity” in the context of the
1950s are as necessary components of a developed response.
COMMENTARY: This is an exemplary response that contains relevant language, dates, and details . It
includes references to baby boom and the Feminine Mystique. A complete response to an essay prompt on
women of the 1950s has to include Betty Freidan’s book as a connection to the feminist movement. Great for
unit test review or national exam review.
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Name: _____________________________
APUSH - Resource Book Evaluation
Summer Reading Assignment
Chapter #1: New World Beginnings
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Missing or underdeveloped
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PROFICIENT - All responses contain substantial relevant language, dates and
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BASIC - Most responses contain relevant language, dates, and details. May contain
some minor errors or underdeveloped responses
UNSATISFACTORY - Some responses contain limited relevant language,
dates, and details; most are incomplete or underdeveloped
Student DID NOT complete the guided reading questions this chapter
Chapter #2: The Planting of English America
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dates, and details; most are incomplete or underdeveloped
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Chapter # 3 Settling the Northern Colonies
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Chapter # 4 American Life in the Seventeenth Century
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Chapter # 5 Colonial Society on the Eve of Revolution
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PROFICIENT - All responses contain substantial relevant language, dates and
details
BASIC - Most responses contain relevant language, dates, and details. May contain
some minor errors or underdeveloped responses
UNSATISFACTORY - Some responses contain limited relevant language,
dates, and details; most are incomplete or underdeveloped
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Chapter #6 The Duel for North America
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Chapter #7 The Road to Revolution
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Chapter # 8 America Secedes and Empire
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some minor errors or underdeveloped responses
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OMIT ELIGIBLITY
 Based on the assessment of assigned guided reading question, the student named above qualifies for up to 5 omits on The
Unit One Test
 Based on the assessment of assigned guided reading question, the student named above DOES NOT QUALIFTY for omit
submissions on The Revolutionary Era Unit Test
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Chapter #1: New World Beginnings (pages 4 – 24)
1. The New World, before Columbus, there were many different Native American tribes.
These people were very diverse. In what’s today the U.S., there were an estimated 400
tribes, often speaking different languages. It’s inaccurate to think of “Indians” as a
homogeneous group.
2. Columbus came to America looking for a trade route to the East Indies (Spice Islands).
Other explorers quickly realized this was an entirely New World and came to lay claim to the
new lands for their host countries. Spain and Portugal had the head start on France and then
England.
3. The coming together of the two world had world changing effects. The biological exchange
cannot be underestimated. Food was swapped back and forth and truly revolutionized what
people ate. On the bad side, European diseases wiped out an estimated 90% of Native
Americans
IDENTIFICATIONS: Chapter #1: New World Beginnings (pages 4 – 24)
1. Marco Polo
Italian explorer; spent many years in China or near it; his return to Europe in 1295 sparked a
European interest in finding a quicker route to Asia.
2. Montezuma
Aztec chieftan; encountered Cortes and the Spanish and saw that they rode horses;
Montezuma assumed that the Soanush were gods. He welcomed them hospitably, but the
explorers soon turned on the natives and ruled them for three centuries.
3. Christopher Columbus
An Italian navigator who was funded by the Spanish Government to find a passage to the Far
East. He is given credit for discovering the "New World," even though at his death he believed
he had made it to India. He made four voyages to the "New World." The first sighting of land
was on October 12, 1492, and three other journies until the time of his death in 1503.
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4. Treaty of Tordesillas (1494)
In 1494 Spain and Portugal were disputing the lands of the new world, so the Spanish went to
the Pope, and he divided the land of South America for them. Spain got the vast majority, the
west, and Portugal got the east.
5. Mestizos
The Mestizos were the race of people created when the Spanish intermarried with the surviving
Indians in Mexico.
6. Spanish Armada
"Invincible" group of ships sent by King Philip II of Spain to invade England in 1588; Armada was
defeated by smaller, more maneuverable English "sea dogs" in the Channel; marked the
beginning of English naval dominance and fall of Spanish dominance.
7. "Black legend"
The idea developed during North American colonial times that the Spanish utterly destroyed
the Indians through slavery and disease while the English did not. It is a false assertion that the
Spanish were more evil towards the Native Americans than the English were.
8. Conquistadores
Spanish explorers that invaded Central and South America for it's riches during the 1500's. In
doing so they conquered the Incas, Aztecs, and other Native Americans of the area. Eventually
they intermarried these tribes.
9. Joint stock company
These were developed to gather the savings from the middle class to support finance colonies.
Ex. London Company and Plymouth Company.
10. Encomienda system
The Spanish labor system in which persons were help to unpaid service under the permanent
control of their masters, though not legally owned by them.
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GUIDED READING QUESTIONS: Chapter #1: New World Beginnings (pages 4 – 24)
Introduction
Know: Old World, New World
1.
What conditions existed in what is today the United States that made it "fertile ground" for
a great nation?
The Shaping of North America
Know: Appalachian Mountains, Tidewater Region, Rocky Mountains, Great Basin, Great Lakes,
Missouri-Mississippi-Ohio River System
2.
Speculate how at least one geographic feature affected the development of the United
States.
Peopling the Americas
Know: Land Bridge
3.
"Before the arrival of Europeans, the settlement of the Americas was insignificant." Assess
this statement.
The Earliest Americans
Know: Maize, Aztecs, Incas, Pueblo, Mound Builders, Three-sister Farming, Cherokee, Iroquois
4.
Describe some of the common features North American Indian culture.
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Indirect Discoverers of the New World
Know: Finland, Crusaders, Venice, Genoa
5.
What caused Europeans to begin exploring?
Europeans Enter Africa
Know: Marco Polo, Caravel, Bartholomeu Dias, Vasco da Gama, Ferdinand and Isabella, Moors
6.
What were the results of the Portuguese explorations of Africa?
Columbus Comes upon a New World
Know: Columbus
7.
What developments set the stage for “a cataclysmic shift in the course of history?”
When Worlds Collide
Know: Corn, Potatoes, Sugar, Horses, Smallpox
8.
Explain the positive and negative effects of the Atlantic Exchange.
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The Spanish Conquistadors
Know: Treaty of Tordesillas, Vasco Nunez Balboa, Ferdinand Magellan, Juan Ponce de Leon,
Francisco Coronado, Hernando de Soto, Francisco Pizarro, Encomienda
9.
Were the conquistadors great men? Explain.
The Conquest of Mexico
Know: Hernan Cortes, Tenochtitlan, Montezuma, Mestizos
10. Why was Cortes able to defeat the powerful Aztecs?
The Spread of Spanish America
Know: John Cabot, Giovanni da Verazano, Jacques Cartier, St. Augustine, New Mexico, Pope's
Rebellion, Mission Indians, Black Legend
11. What is the “Black Legend,” and to what extent does our text agree with it?
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THEME #1 EXPLORATION and DISCOVERY
Outside Reading
The Columbian Exchange
by Alfred Crosby
Professor Emeritus, University of Texas at Austin
SOURCE LINK: http://www.gilderlehrman.org/historynow/06_2007/historian2.php
Directions: Read the following selection titled Columbian Exchange by Alfred Crosby and
generate notes on the handout provided on pages #12 and #13
Millions of years ago, continental drift carried the Old World and New Worlds apart, splitting
North and South America from Eurasia and Africa. That separation lasted so long that it
fostered divergent evolution; for instance, the development of rattlesnakes on one side of the
Atlantic and vipers on the other. After 1492, human voyagers in part reversed this tendency.
Their artificial re-establishment of connections through the commingling of Old and New World
plants, animals, and bacteria, commonly known as the Columbian Exchange, is one of the more
spectacular and significant ecological events of the past millennium.
When Europeans first touched the shores of the Americas, Old World crops such as wheat,
barley, rice, and turnips had not traveled west across the Atlantic, and New World crops such as
maize, white potatoes, sweet potatoes, and manioc had not traveled east to Europe. In the
Americas, there were no horses, cattle, sheep, or goats, all animals of Old World origin. Except
for the llama, alpaca, dog, a few fowl, and guinea pig, the New World had no equivalents to the
domesticated animals associated with the Old World, nor did it have the pathogens associated
with the Old World’s dense populations of humans and such associated creatures as chickens,
cattle, black rats, and Aedes egypti mosquitoes. Among these germs were those that carried
smallpox, measles, chickenpox, influenza, malaria, and yellow fever.
The Columbian exchange of crops affected both the Old World and the New. Amerindian crops
that have crossed oceans – for example, maize to China and the white potato to Ireland - have
been stimulants to population growth in the Old World. The latter’s crops and livestock have
had much the same effect in the Americas – for example, wheat in Kansas and the Pampa, and
beef cattle in Texas and Brazil. The full story of the exchange is many volumes long, so for the
sake of brevity and clarity let us focus on a specific region, the eastern third of the United States
of America.
As might be expected, the Europeans who settled on the east coast of the United States
cultivated crops like wheat and apples, which they had brought with them. European weeds,
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which the colonists did not cultivate, and, in fact, preferred to uproot, also fared well in the
New World. John Josselyn, an Englishman and amateur naturalist who visited New England
twice in the seventeenth century, left us a list, "Of Such Plants as Have Sprung Up since the
English Planted and Kept Cattle in New England," which included couch grass, dandelion,
shepherd's purse, groundsel, sow thistle, and chickweeds. One of these, a plantain (Plantago
major), was named "Englishman's Foot" by the Amerindians of New England and Virginia who
believed that it would grow only where the English "have trodden, and was never known before
the English came into this country." Thus, as they intentionally sowed Old World crop seeds,
the European settlers were unintentionally contaminating American fields with weed seed.
More importantly, they were stripping and burning forests, exposing the native minor flora to
direct sunlight, and the hooves and teeth of Old World livestock. The native flora could not
tolerate the stress. The imported weeds could, because they had lived with large numbers of
grazing animals for thousands of years. Cattle and horses were brought ashore in the early
1600s and found hospitable climate and terrain in North America. Horses arrived in Virginia as
early as 1620 and in Massachusetts in 1629. Many wandered free with little more evidence of
their connection to humanity than collars with a hook at the bottom to catch on fences as they
tried to leap over them to get at crops. Fences were not for keeping livestock in, but for keeping
livestock out.
Native American resistance to the Europeans was ineffective. Indigenous peoples suffered from
white brutality, alcoholism, the killing and driving off of game, and the expropriation of
farmland, but all these together are insufficient to explain the degree of their defeat. The
crucial factor was not people, plants, or animals, but germs. The history of the United States
begins with Virginia and Massachusetts, and their histories begin with epidemics of unidentified
diseases. At the time of the abortive Virginia colony at Roanoke in the 1580s the nearby
Amerindians “began to die quickly. The disease was so strange that they neither knew what it
was, nor how to cure it….”1 When the Pilgrims settled at Plymouth, Massachusetts in 1620, they
did so in a village and on a coast nearly cleared of Amerindians by a recent epidemic.
Thousands had "died in a great plague not long since; and pity it was and is to see so many
goodly fields, and so well seated, without man to dress and manure the same."2
Smallpox was the worst and the most spectacular of the infectious diseases mowing down the
Native Americans. The first recorded pandemic of that disease in British North America
detonated among the Algonquin of Massachusetts in the early 1630s: William Bradford of
Plymouth Plantation wrote that the victims “fell down so generally of this disease as they were
in the end not able to help one another, no not to make a fire nor fetch a little water to drink,
nor any to bury the dead.”
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The missionaries and the traders who ventured into the American interior told the same
appalling story about smallpox and the indigenes. In 1738 alone the epidemic destroyed half
the Cherokee; in 1759 nearly half the Catawbas; in the first years of the next century two-thirds
of the Omahas and perhaps half the entire population between the Missouri River and New
Mexico; in 1837-38 nearly every last one of the Mandans and perhaps half the people of the
high plains.
European explorers encountered distinctively American illnesses such as Chagas Disease, but
these did not have much effect on Old World populations. Venereal syphilis has also been
called American, but that accusation is far from proven. Even if we add all the Old World deaths
blamed on American diseases together, including those ascribed to syphilis, the total is
insignificant compared to Native American losses to smallpox alone.
The export of America’s native animals has not revolutionized Old World agriculture or
ecosystems as the introduction of European animals to the New World did. America’s grey
squirrels and muskrats and a few others have established themselves east of the Atlantic and
west of the Pacific, but that has not made much of a difference. Some of America’s
domesticated animals are raised in the Old World, but turkeys have not displaced chickens and
geese, and guinea pigs have proved useful in laboratories, but have not usurped rabbits in the
butcher shops.
The New World’s great contribution to the Old is in crop plants. Maize, white potatoes, sweet
potatoes, various squashes, chiles, and manioc have become essentials in the diets of hundreds
of millions of Europeans, Africans, and Asians. Their influence on Old World peoples, like that of
wheat and rice on New World peoples, goes far to explain the global population explosion of
the past three centuries. The Columbian Exchange has been an indispensable factor in that
demographic explosion.
All this had nothing to do with superiority or inferiority of biosystems in any absolute sense. It
has to do with environmental contrasts. Amerindians were accustomed to living in one
particular kind of environment, Europeans and Africans in another. When the Old World
peoples came to America, they brought with them all their plants, animals, and germs, creating
a kind of environment to which they were already adapted, and so they increased in number.
Amerindians had not adapted to European germs, and so initially their numbers plunged. That
decline has reversed in our time as Amerindian populations have adapted to the Old World’s
environmental influence, but the demographic triumph of the invaders, which was the most
spectacular feature of the Old World’s invasion of the New, still stands.
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1
Quinn, David B., Ed. The Roanoke Voyages, 1584-1590: Documents to Illustrate the English
Voyages to North America. London: Hakluyt Society, 1955, 378.
2
Winslow, Edward, Morton, Nathaniel, Bradford, William, and Prince, Thomas. New England’s
Memorial. Cambridge: Allan and Farnham, 1855, 362.
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APUSH SUPPLEMENTAL READING NOTES
The Columbian Exchange
Please answer each question thoroughly and completely. If you have treated this assignment lightly, you will
be at a disadvantage in writing essays that call for “substantial and appropriate outside information.” Read The
Columbian Exchange (http://www.historynow.org/06_2007/historian2.html ) by Alfred Crosby and complete
the prompts below.
In two or three well thought out sentences, summarize the major point of this reading. (Please be thorough.
This will be very important to you late in the year when reviewing for the AP test or NYS Regents Exam)
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In a couple of sentences, what was the bias of the author? From what perspective does the author write-political, social, and economic? Why is this significant in the document you have read?
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Continued on the next page
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Different from the “what is the main point” question above, list several things that you learned from this
reading, things that you did not know before doing this reading.
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The purpose of this assignment is to help you be prepared to refer to historians or historically significant
individuals in your AP test essays. In the space below, write down quotes from the document that you think
might be useful. Try to be selective--choose those that are genuinely typical of the writer’s thinking or that
highlight a major point in the writer's thinking or argument. Include page numbers so that you can find them
again when we review.
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Chapter #2 The Planting of English America (pp. 25 – 42)
1. Jamestown, VA was founded with the initial goal of making money via gold. They found no
gold, but did find a cash crop in tobacco.
2. Other southern colonies sprouted up due to (a) the desire for more tobacco land as with
North Carolina, (b) the desire for religious freedom as with Maryland, (c) the natural extension
of a natural port in South Carolina, or (d) as a “second chance” colony as with Georgia.
IDENTIFICATIONS: Chapter #2: The Planting of English America (pp. 25 – 42)
Pocahontas
A native Indian of America, daughter of Chief Powahatan, who was one of the first to marry an
Englishman, John Rolfe, and return to England with him; about 1595-1617; Pocahontas' brave
actions in saving an Englishman paved the way for many positive English and Native relations.
John Rolfe
Rolfe was an Englishman who became a colonist in the early settlement of Virginia. He is best
known as the man who married the Native American, Pocahontas and took her to his homeland
of England. Rolfe was also the savior of the Virginia colony by perfecting the tobacco industry in
North America. Rolfe died in 1622, during one of many Indian attacks on the colony.
Sir Walter Raleigh
An English adventurer and writer, who was prominent at the court of Queen Elizabeth I, and
became an explorer of the Americas. In 1585, Raleigh sponsored the first English colony in
America on Roanoke Island in present-day North Carolina. It failed and is known as " The Lost
Colony."
James Oglethorpe
Founder of Georgia in 1733; soldier, statesman , philanthropist. Started Georgia as a haven for
people in debt because of his interest in prison reform. Almost single-handedly kept Georgia
afloat.
John Smith
John Smith took over the leadership role of the English Jamestown settlement in 1608. Most
people in the settlement at the time were only there for personal gain and did not want to help
strengthen the settlement. Smith therefore told the people, "people who do not work do not
eat." His leadership saved the Jamestown settlement from collapsing.
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House of Burgesses
The House of Burgesses was the first representative assembly in the New World. The London
Company authorized the settlers to summon an assembly, known as the House of Burgesses. A
momentous precedent was thus feebly established, for this assemblage was the first of many
miniature parliaments to sprout form the soil of America.
“Slave Codes" 1661
In 1661 a set of "codes" was made. It denied slaves basic fundamental rights, and gave their
owners permission to treat them as they saw fit.
Proprietor
A person who was granted charters of ownership by the king: proprietary colonies were
Maryland, Pennsylvania and Delaware: proprietors founded colonies from 1634 until 168 . A
famous proprietor is William Penn.
Indentured Servant
Indentured servants were Englishmen who were outcasts of their country, would work in the
Americas for a certain amount of time as servants.
“Starving Time”
The winter of 1609 to 1610 was known as the "starving time" to the colonists of Virginia. Only
sixty members of the original four-hundred colonists survived. The rest died of starvation
because they did not possess the skills that were necessary to obtain food in the new world.
Act of Toleration
A legal document that allowed all Christian religions in Maryland: Protestants invaded the
Catholics in 1649 around Maryland: protected the Catholics religion from Protestant rage of
sharing the land: Maryland became the #1 colony to shelter Catholics in the New World.
Iroquois Confederacy
The Iroquois Confederacy was nearly a military power consisting of Mohawks, Oneidas,
Cayugas, and Senecas. It was founded in the late 1500s.The leaders were Degana Widah and
Hiawatha. The Indians lived in log houses with relatives. Men dominated, but a person's
background was determined by the women's family. Different groups banded together but
were separate fur traders and fur suppliers. Other groups joined; they would ally with either
the French or the English depending on which would be the most to their advantage.
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GUIDED READING QUESTIONS: Chapter #2 The Planting of English America (pp. 25 – 42)
England's Imperial Stirrings
Know: Henry VIII, Queen Elizabeth, Catholic Ireland
1
Why was England slow to establish New World colonies?
Elizabeth Energizes England
Know: Francis Drake, Sir Walter Raleigh, Virginia, Spanish Armada
2
What steps from 1575-1600 brought England closer to colonizing the New World?
England on the Eve of Empire
Know: Enclosure Movement, Primogeniture, Joint-stock company
3
Explain how conditions in England around 1600 made it "ripe" to colonize N. America.
England Plants the Jamestown Seedling
Know: Virginia Company, Jamestown, John Smith, Powhatan, Pocahontas, Starving Time, Lord De
La Warr
4.
Give at least three reasons that so many of the Jamestown settlers died.
Cultural Clash in the Chesapeake
Know: Powhatan's Confederacy, Anglo-Powhatan Wars
5. What factors led to the poor relations between Europeans and Native Americans in Virginia?
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Virginia: Child of Tobacco
Know: John Rolfe, Tobacco, House of Burgesses
6.
"By 1620 Virginia had already developed many of the features that were important to it
two centuries later." Explain.
Maryland: Catholic Haven
Know: Lord Baltimore, Indentured Servants, Act of Toleration
7.
In what ways was Maryland different than Virginia?
The West Indies: Way Station to Mainland America
Know: West Indies, Sugar, Barbados Slave Code
8
What historical consequences resulted from the cultivation of sugar instead of tobacco in
the British colonies in the West Indies?
Colonizing the Carolinas
Know: Oliver Cromwell, Charles II, Rice
9.
Why did Carolina become a place for aristocratic whites and many black slaves?
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The Emergence of North Carolina
Know: Tuscarora
10
North Carolina was called "a vale of humility between two mountains of conceit." Explain.
Late-Coming Georgia: The Buffer Colony
Know: James Oglethorpe
11.
In what ways was Georgia unique among the Southern colonies?
The Plantation Colonies
12.
Which Southern colony was the most different from the others? Explain.
Chapter #3: Settling the Northern Colonies (pages 43 – 65)
1. Plymouth, MA was founded with the initial goal of allowing Pilgrims, and later Puritans, to
worship independent of the Church of England. Their society, ironically, was very intolerant
itself and any dissenters were pushed out of the colony.
2. Other New England colonies sprouted up, due to (a) religious dissent from Plymouth and
Massachusetts as with Rhode Island, (b) the constant search for more farmland as in
Connecticut, and (c) just due to natural growth as in Maine.
3. The Middle Colonies emerged as the literal crossroads of the north and south. They held the
stereotypical qualities of both regions: agricultural and industrial. And they were unique in that
(a) New York was born of Dutch heritage rather than English, and (b) Pennsylvania thrived more
than any other colony due to its freedoms and tolerance.
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IDENTIFICATIONS: Chapter #3: Settling the Northern Colonies (pages 43 – 65)
Anne Hutchinson
A religious dissenter whose ideas provoked an intense religious and political crisis in the
Massachusetts Bay Colony between 1636 and 1638. She challenged the principles of
Massachusetts's religious and political system. Her ideas became known as the heresy of
Antinomianism, a belief that Christians are not bound by moral law. She was latter expelled,
with her family and followers, and went and settled at Pocasset (now Portsmouth, R.I.)
Roger Williams
He was banished from the Massachusetts Bay Colony for challenging Puritan ideas. He later
established Rhode Island and helped it to foster religious toleration.
William Bradford
A pilgrim that lived in a north colony called Plymouth Rock in 1620. He was chosen governor 30
times. He also conducted experiments of living in the wilderness and wrote about them; well
known for "Of Plymouth Plantation."
William Penn
English Quaker;" Holy Experiment"; persecuted because he was a Quaker; 1681 he got a grant
to go over to the New World; area was Pennsylvania; "first American advertising man";
freedom of worship there
John Winthrop
John Winthrop immigrated from the Mass. Bay Colony in the 1630's to become the first
governor and to led a religious experiment. He once said, "we shall be a city on a hill."
The "Elect"
A religious belief developed by John Calvin held that a certain number of
people were predestined to go to heaven by God. This belief in the elect, or "visible
saints," figured a major part in the doctrine of the Puritans who settled in New England
during the 1600's.
Predestination
Primary idea behind Calvinism; states that salvation or damnation are foreordained and
unalterable; first put forth by John Calvin in 1531; was the core belief of the Puritans who
settled New England in the seventeenth century.
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Pilgrims
Separatists; worried by "Dutchification" of their children they left Holland on the Mayflower in
1620; they landed in Massachusetts; they proved that people could live in the new world
New England Confederation
New England Confederation was a Union of four colonies consisting of the two Massachusetts
colonies (The Bay colony and Plymouth colony) and the two Connecticut colonies (New Haven
and scattered valley settlements) in 1643. The purpose of the confederation was to defend
against enemies such as the Indians, French, Dutch, and prevent intercolonial problems that
effected all four colonies.
Calvinism
Set of beliefs that the Puritans followed. In the 1500's John Calvin, the founder of Calvinism,
preached virtues of simple worship, strict morals, pre-destination and hard work. This resulted
in Calvinist followers wanting to practice religion, and it brought about wars between
Huguenots (French Calvinists) and Catholics, that tore the French kingdom apart.
Massachusetts Bay Colony
One of the first settlements in New England; established in 1630 and became a major Puritan
colony. Became the state of Massachusetts, originally where Boston is located. It was a major
trading center, and absorbed the Plymouth community
Dominion of New England
In 1686, New England, in conjunction with New York and New Jersey, consolidated under the
royal authority -- James II. Charters and self rule were revoked, and the king enforced
mercantile laws. The new setup also made for more efficient administration of English
Navigation Laws, as well as a better defense system. The Dominion ended in 1688 when James
II was removed from the throne.
The Puritans
They were a group of religious reformists who wanted to "purify" the Anglican Church. Their
ideas started with John Calvin in the 16th century and they first began to leave England in 1608.
Later voyages came in 1620 with the Pilgrims and in 1629, which was the Massachusetts Bay
Colony.
Separatists
Pilgrims that started out in Holland in the 1620's who traveled over the Atlantic Ocean on the
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Mayflower. These were the purest, most extreme Pilgrims existing, claiming that they were too
strong to be discouraged by minor problems as others were.
Quakers
Members of the Religious Society of Friends; most know them as the Quakers. They believe in
equality of all peoples and resist the military. They also believe that the religious authority is
the decision of the individual (no outside influence.) Settled in Pennsylvania.
Protestant Ethic
mid 1600's; a commitment made by the Puritans in which they seriously dwelled on working
and pursuing worldly affairs.
Mayflower Compact 1620
A contract made by the voyagers on the Mayflower agreeing that they would form a simple
government where majority ruled.
Fundamental Orders
In 1639 the Connecticut River colony settlers had an open meeting and they established a
constitution called the Fundamental Orders. It made a Democratic government. It was the first
constitution in the colonies and was a beginning for the other states' charters and constitutions.
GUIDED READING QUESTIONS: Chapter #3 Settling the Northern Colonies 1619—1700
The Protestant Reformation Produces Puritanism
Know: John Calvin, Conversion Experience, Visible Saints, Church of England, Puritans, Separatists
1.
How did John Calvin's teachings result in some Englishmen wanting to leave England?
The Pilgrims End Their Pilgrimage at Plymouth
Know: Mayflower, Myles Standish, Mayflower Compact, Plymouth, William Bradford
2
Explain the factors that contributed to the success of the Plymouth colony.
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The Bay Colony Bible Commonwealth
Know: Puritans, Charles I, Massachusetts Bay Colony, Great Migration, John Winthrop
3
Why did the Puritans come to America?
Building the Bay Colony
Know: Freemen, Bible Commonwealth, John Cotton, Protestant Ethic
4
How democratic was the Massachusetts Bay Colony? Explain.
Trouble in the Bible Commonwealth
Know: Anne Hutchinson, Antinomianism, Roger Williams
5.
What happened to people whose religious beliefs differed from others in Massachusetts
Bay Colony?
The Rhode Island "Sewer"
Know: Freedom of Religion
6
How was Rhode Island different than Massachusetts?
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Makers of America: The English|
7.
In what ways did the British North American colonies reflect their mother country?
New England Spreads Out
Know: Thomas Hooker, Fundamental Orders
8.
Describe how Connecticut, Maine and New Hampshire were settled.
Puritans versus Indians
Know: Squanto, Massasoit, Pequot War, Praying Towns, Metacom, King Philip's War
9
Why did hostilities arise between Puritans and Native Americans? What was the result?
Seeds of Colonial Unity and Independence
Know: New England Confederation, Charles II
10.
Assess the following statement, "The British colonies were beginning to grow closer to
each other by 1700."
Andros Promotes the First American Revolution
Know: Dominion of New England, Navigation Laws, Edmund Andros, Glorious Revolution, William
and Mary, Salutary Neglect
11.
How did events in England affect the New England colonies' development?
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Old Netherlanders at New Netherlands
Know: Dutch East India Company, Henry Hudson, New Amsterdam, Patroonships
12.
Explain how settlement by the Dutch led to the type of city that New York is today.
Friction with English and Swedish Neighbors
Know: Wall Street, New Sweden, Peter Stuyvesant, Log Cabins
13.
"Vexations beset the Dutch company-colony from the beginning." Explain.
Dutch Residues in New York
Know: Duke of York
14.
Do the Dutch have an important legacy in the United States? Explain.
Penn's Holy Experiment in Pennsylvania
Know: Quakers, William Penn
15.
What had William Penn and other Quakers experienced that would make them want a
colony in America?
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Quaker Pennsylvania and Its Neighbors
Know: East New Jersey, West New Jersey, Delaware
16.
Why was Pennsylvania attractive to so many Europeans and Native Americans?
The Middle Way in the Middle Colonies
Know: Middle Colonies, Benjamin Franklin
17.
What do the authors mean when the say that the middle colonies were the most
American?
APUSH SUPPLEMENTAL READING NOTES
How Capitalism Saved the Pilgrims
Please answer each question thoroughly and completely. If you have treated this assignment lightly, you will
be at a disadvantage in writing essays that call for “substantial and appropriate outside information.” Read
How Capitalism Saved the Pilgrims pages 53 to 62 and generate notes in the space provided. (Reading
included)
In two or three well thought out sentences, summarize the major point of this reading. (Please be thorough.
This will be very important to you late in the year when reviewing for the AP test)
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In a couple of sentences, what was the bias of the author? From what perspective does the author write-political, social, and economic? Why is this significant in the document you have read?
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Continued on the next page
Different from the “what is the main point” question above, list several things that you learned from this
reading, things that you did not know before doing this reading.
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The purpose of this assignment is to help you be prepared to refer to historians or historically significant
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individuals in your AP test essays. In the space below, write down quotes from the document that you think
might be useful. Try to be selective--choose those that are genuinely typical of the writer’s thinking or that
highlight a major point in the writer's thinking or argument. Include page numbers so that you can find them
again when we review.
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Chapter #4: American Life in the Seventeenth Century (pages 66 – 83)
1. The Southern colonies were dominated by agriculture, namely (a) tobacco in the Chesapeake
and (b) rice and indigo further down the coast.
2. Bacon’s Rebellion is very representative of the struggles of poor white indentured
servants. Nathaniel Bacon and his followers took to arms to essentially get more land out
west from the Indians. This theme of poor whites taking to arms for land, and in opposition
to eastern authorities, will be repeated several times (Shay’s Rebellion, Paxton Boys, Whisky
Rebellion).
3. Taken altogether, the southern colonies were inhabited by a group of people who were
generally young, independent-minded, industrious, backwoodsy, down home, restless and
industrious.
4. A truly unique African-American culture quickly emerged. Brought as slaves, black
Americans blended aspects of African culture with American. Religion shows this blend
clearly, as African religious ceremonies mixed with Christianity. Food and music also showed
African-American uniqueness.
5. New Englanders developed a Bible Commonwealth—a stern but clear society where the
rules of society were dictated by the laws of the Bible. This good-vs-evil society is best
illustrated by the Salem witch trials.
6. Taken altogether, the northern colonies were inhabited by a group of people who grew to be
self-reliant, stern, pious, proud, family oriented, sharp in thought and sharp of tongue, crusty,
and very industrious.
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IDENTIFICATIONS: Chapter #4: American Life in the Seventeenth Century (pages 66 – 83)
William Berkeley
He was a British colonial governor of Virginia from 1642-52. He showed that he had favorites in
his second term which led to the Bacon's rebellion in 1676 ,which he ruthlessly suppressed. He
had poor frontier defense.
Headright system
A way to attract immigrants; gave 50 acres of land to anyone who paid their way and/or any
plantation owner that paid an immigrants way; mainly a system in the southern colonies.
Indentured servants
Indentured servants Because of the massive amounts of tobacco crops planted by families,
"indentured servants" were brought in from England to work on the farms. In exchange for
working, they received transatlantic passage and eventual "freedom dues", including a few
barrels of corn, a suit of clothes, and possibly a small piece of land
Stono Rebellion (1739)
The Spanish empire enticed slaves of English colonies to escape to Spanish territory. In 1733
Spain issued an edict to free all runaway slaves from British territory who made their way into
Spanish possessions. On September 9, 1739, about 20 slaves, mostly from Angola, gathered
under the leadership of a slave called Jemmy near the Stono River, 20 miles from Charleston. 44
blacks and 21 whites lost their lives. South Carolina responded by placing import duties on
slaves from abroad, strengthening patrol duties and militia training, and recommending more
benign treatment of slaves.
Bacon’s Rebellion (1676)
An uprising of western Virginia planters against the Eastern Establishment headed by Sir
William Berkeley, the royal governor. The Westerners, led by Nathaniel Bacon, resented both
the social pretensions of the Berkeley group—which in turn considered the Baconites “a giddy
and unthinking multitude”—and Berkeley’s unwillingness to support their attacks on local
Indians. Bacon raised a small army, murdered some peaceful Indians, burned Jamestown, and
forced the governor to flee. But Bacon came down with a “violent flux” and died, and soon
thereafter Berkeley restored order.
44
Leisler’s Rebellion (1689-91)
After news of the abdication of James II had reached New York, Jacob Leisler, a local militia
captain, proclaimed himself governor of the colony. He claimed to rule in the name of the new
monarchs, William and Mary, and attempted without success to organize an expedition against
French Canada during King William’s War. In 1691, after a governor appointed by King William
had arrived in New York, Leisler resisted turning over power. He was arrested, tried for treason,
and executed.
Halfway Covenant (1662)
A Puritan church document; the Halfway Covenant allowed partial membership rights to
persons not yet converted into the Puritan church; It lessened the difference between the
"elect" members of the church from the regular members; Women soon made up a larger
portion of Puritan congregations.
GUIDED READING: Chapter #4 American Life 1607-1692
The Unhealthy Chesapeake
1.
"Life in the American wilderness was nasty, brutish, and short for the earliest Chesapeake
settlers." Explain.
The Tobacco Economy
Know: Tobacco, Indentured Servants, Freedom Dues, Headright System
2.
What conditions in Virginia made the colony right for the importation of indentured
servants?
Frustrated Freemen and Bacon's Rebellion
Know: William Berkeley, Nathaniel Bacon
3.
Who is most to blame for Bacon's rebellion, the upper class or the lower class? Explain.
45
Colonial Slavery
Know: Royal African Company, Middle Passage, Slave Codes, Chattel Slavery
4. Describe the slave trade.
Africans in America
Know: Gullah, Stono Rebellion
5.
Describe slave culture and contributions.
Southern Society
Know: Plantations, Yeoman Farmers
6.
Describe southern culture in the colonial period, noting social classes.
The New England Family Know:
7.
The Scarlet Letter
What was it like to be a woman in New England?
Life in the New England Towns
Know: Harvard, Town Meetings
8.
Explain the significance of New England towns to the culture there.
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The Half-Way Covenant and the Salem Witch Trial
Know: Jeremiad, Conversions, Half-Way Covenant
9.
What evidence shows that New England was becoming more diverse as the 17th century
wore on?
The New England Way of Life
Know: Yankee Ingenuity
10.
How did the environment shape the culture of New England?
The Early Settlers' Days and Ways
Know: Leisler's Rebellion
11.
How much equality was evident in the colonies?
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THEME #4 American Life in the 17th Century
Outside Reading
Conflict and Commerce: The Rise and Fall of New Netherland
by Simon Middleton
Lecturer in History, University of Sheffield
SOURCE LINK: http://www.gilderlehrman.org/historynow/06_2007/historian6.php
In September 1609, when Henry Hudson guided his ship, De Halve Maen, through the narrows dividing
present day Staten and Long Islands, he was not the first European navigator to sail into what we know
today as New York Bay. The Italian explorer Giovanni da Verrazzano came in 1524; the Frenchmen, Jean
Alfonse de Saintonge and Jean Cossin, made separate voyages over the next half century. But it was
Hudson’s arrival that established a Dutch claim to the region and changed its history for all time.
Hudson, an English mariner in Dutch employ, had left Amsterdam in April intending to explore the Arctic
seas north of Norway for a possible eastern route to the rich trade of the Indies. When ice floes barred
the way, his eighty-five-foot vessel and its crew of sixteen mariners turned to the west and journeyed
five thousand miles to North America. For weeks they navigated southwards within sight of the shore,
looking for an estuary or bay that might indicate the beginnings of a western route to Asia. By August
they had reached Long Island and, after a few days exploring the coast around Sandy Hook, Hudson set
off up the broad, deep, and promising river that now bears his name. Although the intrepid captain
failed to locate a route to Asia—his navigation of the Hudson ended at the site of modern day Albany—
he had discovered a territory rich in timber and furs that would please his Dutch financiers back in
Amsterdam.
Hudson’s voyage took place at a critical moment in Atlantic history, and, in particular, for the challenge
of northern European states to the power of Spain. Weakened by the loss of the Armada to England in
1588 and by relentless attacks on its New World gold fleets, Spain was plagued by financial crises that
pushed it to the edge of collapse. The Spanish had also been unable to put down a revolt by its northern
Dutch provinces, eight of which had declared their independence and established a new Dutch Republic.
In April 1609, after decades of intermittent and inconclusive hostilities, the two sides agreed to a truce,
allowing Dutch merchants to back voyages such as Hudson’s without fear of Spanish attack and financial
ruin.
Once news of Hudson’s discovery reached Holland, new expeditions arrived to trade beads, knives, and
hatchets for furs with the Munsee and Lenape Indians. These private traders established a fortified
trading post, Fort Nassau, at the site of present day Albany and charted the coastline and river inlets
between Cape Cod and the Delaware Bay. In 1614, one of them, Adrian Block, produced the first map of
the territory which he named New Netherland. The following year, Block and others formed the New
Netherland Company and secured a three-year monopoly of the region’s trade from the States General,
the governing body of the Dutch Republic.
New Netherland, like other early American colonies, was a state-sponsored venture, the aim of which
was to realize a profit and serve the emerging Dutch state by eliminating competition from other trading
ports and capturing more of the Indies from Portugal and Spain. In 1621, the States General drew up a
charter for a new West India Company, granting it a monopoly of all the Dutch Atlantic trade with West
48
Africa, Brazil, the Caribbean and North America. The Company was a joint-stock venture, financed by
government investment and private capital to the tune of more than seven million guilders. Like its East
Indian counterpart, it was managed by the shareholders who met in five regional chambers.
The company enjoyed some success in its early years, establishing trading posts on both sides of the
Atlantic, dealing in slaves on the coast of Africa, as well as gold, ivory, and sugar in the Caribbean,
Suriname, and the northeast coast of Brazil. New Netherland was only part of the Company’s concern,
and a relatively minor one at that. In the summer of 1624, the Company established a small settlement
under the command of Cornelis Jacobsz May, the first provincial director, transporting some thirty
families to what is now Governor’s Island. More colonists arrived the following year, and the settlement
was relocated a short distance across the bay to the equally secure and more commodious lower tip of
Manhattan, establishing New Amsterdam, later New York City. To secure the settlement, Peter Minuit,
then the provincial director, offered sixty guilders worth of blankets, kettles, and knives to neighboring
Indians, who accepted the trade goods as gifts, sealing a defensive alliance with the newcomers and not,
as was once supposed, as payment for the island of Manhattan. Fifteen years after Hudson’s arrival,
New Netherland, the newest commercial outpost of the Dutch empire, consisted of a small group of
traders living in at the edge of a vast and rich wilderness.
The settlers' peace with the numerous local Native American tribes was tenuous at best. The large
linguistic and cultural native groupings of Algonquian and Iroquoian Indians who inhabited the region
were subdivided into smaller communities that were frequently at war or in some form of alliance with
each other. The arrival of the Dutch had piqued the interest of local Indians, who regarded the
newcomers as potential allies and sources of new and interesting gifts that could in turn be traded with
other tribes. Thus, the Dutch found themselves drawn into a web of Indian diplomacy which they only
partially understood.
As early as 1626, the settlers at Fort Orange (formerly Fort Nassau) suffered a bloody defeat at the
hands of Mohawks, the enemies of the Mahicans, the tribe with which the Dutch had been trading.
Beginning in 1629, European-Amerindian commercial and diplomatic relations became even more
complicated following the migration of thousands of English Puritans from New England, the territory
north of New Netherland. These New Englanders provided Native Americans with yet another source of
gifts and friendship, and their rapidly growing and spreading settlement soon threatened to overwhelm
the thinly-populated New Netherland. The arrival of the English prompted a reassessment of the
colony’s future. In June 1629, in an attempt to bolster New Netherland’s population, the Company
announced its intention to offer large tracts of land to patroons (a Dutch word for landowners, from the
Spanish “patrón”) who agreed to “buy” the land from the Indians, settle fifty families within four years,
and thereafter administer their settlements’ civil and criminal courts. Unfortunately, the relatively
prosperous conditions prevailing in the United Provinces and the limited benefits for settlers – who
were expected to endure a dangerous sea voyage to live in the North American wilderness – hardly
recommended the patroonships as desirable destinations. All the prospective communities except for
Rensselaerswijck, established by Kiliaen van Rensselaer on both banks of the Hudson River near Fort
Orange, failed to attract large numbers of investors and settlers. Those who did make the trans-Atlantic
journey often deserted their designated employment, hoping to get rich quickly by defying the
Company’s regulations and joining the lucrative fur trade. Meanwhile, English colonists continued to
settle in the Dutch territory.
49
The failure of the patroonship scheme established important precedents for the future. The easing of
the patroon policy in 1640, along with the arrival of independent fur traders signalled the beginning of
the end for the Company’s trading monopoly and also drew its shareholders and officers into civil rather
than commercial administration. By the mid-seventeenth century, New Netherland’s future as a colony
of traders and farmers was increasingly apparent; land, not furs, would prove to be its greatest resource.
In the second half of the 1630s, groups of Puritans spread southwards into the Connecticut River Valley
– territory previously claimed by the West India Company. The shareholders took steps to secure their
territorial position, purchasing from the Canarsee Indians all land west of Oyster Bay on Long Island and
offering revised terms and conditions in an attempt to attract new settlers. Under the new “Freedoms
and Exemptions” policy, adopted in 1640, the Company gave up its trading monopoly and offered two
hundred acres of land to Dutch or English immigrants who undertook to settle five colonists. The change
of policy succeeded in bringing new settlers to the colony. Individual traders travelled independently to
the colony to trade for furs, and some remained on a semi-permanent basis to represent the interests of
major trading houses in Amsterdam. Men and women were drawn across the Atlantic by networks of
family and friends. However, the policy also encouraged the Puritans to spill across Long Island Sound,
where they established the towns of Gravesend, Hempstead, Flushing, and Middleburgh (later
Newtown) on Long Island – a sign of the English settlers’ ever encroaching presence in the region.
By 1645, when the French Jesuit priest, Father Isaac Jogues, visited lower Manhattan, the island was
populated by some four or five hundred men of different sects and nationalities speaking eighteen
different languages. The population of the entire province remained no more than a couple of thousand,
but as the number of free traders increased, so did the competition for Indian furs, prompting subtle
changes in European-Amerindian relations. As the caution of early years diminished, familiarity bred
exploitation, and, in time, mutual contempt.
In 1639 the provincial director, Willem Kieft, made the fateful decision to try and exact a tribute from
the neighbouring Raritan Indians. In Kieft’s view, since the Indians, as defensive allies, benefited from
the presence of the Company and the colonists, it was only reasonable that they bear some of its costs.
The Indians, for their part, could see little benefit in having allies who stuck to the coast and
concentrated on trade, and they rejected Kieft’s authority to levy a tribute. The two sides clashed
inconclusively until 1643, when the slaughter of some eighty Wecquaesgeek Indians across the river
from New Amsterdam at Pavonia (Jersey City) succeeded in uniting almost the entire Indian population
of the Lower Hudson Valley against New Netherland.
When Keift's War ended two years later, dozens of colonists and some 1600 Indians had been killed, and
New Netherland was almost wiped out. Appealing for intervention to the States General in Holland, the
settlers declared that “almost every place is abandoned…we, wretched people, must skulk, with wives
and little ones that still survive in poverty together… whilst the Indians daily threaten to overwhelm
us.”1
In 1647 the Company shareholders dispatched Peter Stuyvesant to restore the colony. A stern and sober
man, Stuyvesant was also a fiercely loyal employee who had lost a leg in the Company’s service while
fighting the Portuguese on the Caribbean island of Saint Martin. No sooner had he arrived than
Stuyvesant and his hand-picked council issued a flurry of orders on matters ranging from compulsory
church attendance to fire prevention and the keeping of hogs and goats. This set the tone for his
seventeen-year administration, during which time he negotiated boundary agreements with the English
50
to the north, led a force of seven hundred men to expel the Swedes from the Delaware River to the
south, and, through a combination of diplomacy and armed force, managed to rebuild Dutch influence
and strength in the region. Stuyvesant managed to navigate a middle course between the competing
demands of settler lobbies seeking greater autonomy and distant Company shareholders trying to
preserve their authority and chartered prerogatives. Although he acquired a reputation as a
domineering and autocratic administrator, most historians agree that under Stuyvesant’s care, New
Netherland’s population of independent traders and farmers collaborated, establishing orderly villages
and small towns.
New Amsterdam quickly became known as the major port and capital of this increasingly prosperous
provincial society. The origins of the city’s government can be traced to a campaign for municipal reform
begun by local merchants in the 1640s and culminating with the first meeting of the municipal
government on February 2, 1653. The city’s first burgomasters and schepens (roughly equivalent to the
English mayors and aldermen) were given charge of the school, the docks, and a newly-established
public weigh-house. But they added to their administrative powers in subsequent years. In the course of
the decade, the lives of ordinary settlers in New Amsterdam came to resemble those of the urban Dutch
brede middenstand, roughly equivalent to the English middling sort, who balanced their private pursuits
with public obligations and adherence to a regulatory order, and served as a powerful integrating force
upon an otherwise diverse settler group.
During this period of growth, neither the burgomasters nor the ordinary colonists realized that their
success was about to become the source of their undoing. In the late 1650s the colony's new-found
prosperity attracted the attention of powerful English interests who were jealous of the Dutch imperial
success. Within months of Charles II’s restoration in 1660, Parliament adopted another Navigation Act,
designed to drive the Dutch from the English-controlled American trade. The keenest advocates of
England's commercial empire gathered around the king's younger brother, James, Duke of York. By
March 1664 James and his counsellors had succeeded in persuading the King to grant his brother part of
present-day Maine and a handful of islands near its shores. In an act of superlative aggrandizement, the
most substantial part of James's grant awarded him control of all the territory lying between the
Delaware and Connecticut rivers – the territory comprising New Netherland.
In May of 1664 James, Duke of York, dispatched Colonel Richard Nicolls with four ships and three
hundred soldiers to secure the “entyre submission and obedience” of England's newest colonial
American subjects. In mid-August the invaders disembarked from vessels anchored off Long Island in
Gravesend Bay and moved west to Brooklyn. Nicolls enlisted residential militias from the English towns
on Long Island and distributed handbills ahead of the advancing troops offering fair treatment for those
who surrendered.
The English commander repeated his terms in a letter written to Stuyvesant, promising that in return for
capitulation the settlers would “peaceably enjoy whatsoever God's blessing and their own honest
industry have furnished them with and all other privileges with his majesty's English subjects.”
Stuyvesant wanted to make a fight of it. But when he tried to convince New Amsterdam’s leaders to
keep news of the lenient surrender terms – and reports of the fort’s limited supply of good gun powder
– from the inhabitants, the burgomasters left the meeting “greatly disgusted and dissatisfied.” Furious
at their defiance, Stuyvesant tore up Nicolls's letter offering terms. Within hours work on the city's
fortifications ceased, and a delegation of the “inhabitants of the place assisted by their wives and
children crying and praying” confronted the director and demanded that he re-assemble the letter and
51
negotiate surrender. The following day ninety-three prominent burghers – including Stuyvesant’s own
seventeen-year-old son – presented a remonstrance denouncing resistance as a folly that would not
save “the smallest portion of our entire city, our property and (what is dearer to us), our wives and
children, from total ruin.” Stuyvesant relented, and merchant leaders met with Nicolls and his officers to
draft the Articles of Capitulation under which New Netherland and New Amsterdam became New York,
New York.
The conquest of New Netherland expelled the Dutch from the continent and consolidated the English
colonization of North America. Thereafter the English turned their attention to the French as their major
European competitor in the North Atlantic, culminating with the French and Indian War (1756-63),
which ushered in the era of the American Revolution. But Dutch New York lived on in the marriage
choices, inheritance practices, and naming patterns of a population which, in New York City, remained
"Dutch" until at least the end of the seventeenth century and up the Hudson River Valley for a decade or
more into the eighteenth. For those who care to look, Dutch New York lives on still in the names of
streets and noteworthy families, and in the "cookies" and "coleslaw" which the rest of the world has
come to consider so quintessentially American.
1
O’Callaghan, E.B. and Fernow, Berthold, eds. Documents Relative to the Colonial History of New York.
15 vols. Albany: 1856-87, 1: 139.
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OUTSIDE READING NOTESHEET
Conflict and Commerce: The Rise and Fall of New Netherland
Year
Event
Year
53
Event
APUSH SUPPLEMENTAL READING NOTES
The Years of Magical Thinking: Explaining the Salem Witchcraft Crisis
Please answer each question thoroughly and completely. If you have treated this assignment lightly, you will
be at a disadvantage in writing essays that call for “substantial and appropriate outside information.” Read
Years of Magical Thinking: Explaining the Salem Witchcraft Crisis by Mary Beth Norton and generate
notes in the space provided. (Reading included)
In two or three well thought out sentences, summarize the major point of this reading. (Please be thorough.
This will be very important to you late in the year when reviewing for the AP test)
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In a couple of sentences, what was the bias of the author? From what perspective does the author write-political, social, and economic? Why is this significant in the document you have read?
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Different from the “what is the main point” question above, list several things that you learned from this
reading, things that you did not know before doing this reading.
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The purpose of this assignment is to help you be prepared to refer to historians or historically significant
individuals in your AP test essays. In the space below, write down quotes from the document that you think
might be useful. Try to be selective--choose those that are genuinely typical of the writer’s thinking or that
highlight a major point in the writer's thinking or argument. Include page numbers so that you can find them
again when we review.
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The Years of Magical Thinking: Explaining the Salem Witchcraft Crisis
by Mary Beth Norton
Most Americans’ knowledge of the seventeenth century comes from semi-mythical events such as the
First Thanksgiving at Plymouth, Pocahontas purportedly saving Captain John Smith from execution in
early Virginia, and Salem witchcraft. This witchcraft scare, and the trials that followed, have especially
seized the popular imagination.
Separating the myths from the reality of the Salem witchcraft episode is the historian’s task. In large
part, students learn about the Salem witchcraft trials from reading Arthur Miller’s play The Crucible,
frequently assigned in high school classes. Miller’s play is a work of fiction, not history, but its enormous
popularity has effectively distorted what really happened in Essex County, Massachusetts, in 1692. Even
though Miller drew on original legal documents, he gave his own twist to the evidence. Most notably, he
transformed Abigail Williams, an accuser who was actually eleven years old, into an older servant who
had had an affair with his hero, John Proctor, and who was seeking revenge for Proctor’s return to his
wife. Although Proctor’s actual servant, Mary Warren, accused him and his wife Elizabeth of being
witches, no record implies a romantic relationship between Warren and Proctor.
Miller’s play perpetuates myths about the 1692 crisis that were initially created in the nineteenth
century. He begins the play with a dramatic scene of the later accusers dancing in the forest and
dabbling in magic under the direction of Tituba, the African slave of the Reverend Samuel Parris. That
scene is entirely fictional. No seventeenth-century source describes the teenaged accusers engaging in
magic of any sort as a group, and no source describes any involvement by Tituba in conjuring with the
accusers. In addition, Tituba was not African but rather Native American; she probably had been
captured by England’s Indian allies in a raid on one of the Spanish missions in the region that is now
northern Florida or southern Georgia, for one reliable source terms her a “Spanish Indian,” as such
captives were known in New England. (Nineteenth-century authors concluded she was African or half
African because they knew she was a slave, and at that time historians did not realize how many
enslaved Indians lived in New England.)
Even our common name for the crisis—Salem witchcraft—is geographically inaccurate. The accusations
began in Salem Village, an area distinct from Salem Town and now known as the town of Danvers; and
by the time the crisis had ended, more people had been accused of witchcraft in neighboring Andover
than in Salem Town or Salem Village. Of the approximately 150 people formally charged during the
crisis, only twenty-four resided in Salem Village. The witchcraft crisis in fact enveloped much of Essex
County, the entire northeastern portion of the Massachusetts Bay Colony. Therefore, an analysis of its
origins and consequences cannot be confined to Salem Village alone, nor can the entire explanation lie
(as it does for Miller and many others) solely in the accusations advanced by the “afflicted girls.”
56
The crisis began in mid-to-late January 1692 when three young Salem Village children suffered from
strange fits that contorted their bodies and led them to complain of various ailments, which they
eventually—under detailed questioning from concerned adults—attributed to tortures inflicted upon
them by three local witches, one of whom was the Native American slave Tituba. Interrogated by the
authorities in early March, Tituba confessed to being a witch and implicated the other two named by the
children. She also offered vague descriptions of additional witches from other towns. A careful
examination of the chronological development of the crisis shows that, at first, the authorities hesitated
to arrest anyone other than the three initially accused. But when some married women and twentysomethings in Salem Village also began to suffer from fits and to offer additional accusations, the crisis
escalated. More people, in Salem Village and elsewhere, started to accuse their neighbors of being in
league with the devil. Such charges reached an initial peak in May and a second one in July through early
September.
Depositions gathered by the authorities frequently, though not always, showed that witnesses had
longstanding suspicions of those they accused. Some of the testimony recounted injuries suffered in
mysterious incidents that had occurred two or three decades earlier, incidents that the accusers
attributed to their neighbors’ practice of witchcraft. Such suspicions then were validated in 1692 by the
afflicted people’s claims of torture visited upon them by those very witches in spectral form. It seems
clear that, as the crisis developed, the afflicted people (who resided in Salem Village and Andover) heard
gossip about suspects from many Essex County towns and incorporated that gossip into their
accusations. Scholars disagree about whether the afflicted people acted deliberately and rationally or
not, but nearly all historians reject explanations that attribute the crisis to such causes as epilepsy, an
outbreak of disease (one author has posited encephalitis), or ergot poisoning, which may lead to
hallucinations. Those who have studied the crisis most thoroughly concur that no physical or medical
explanation can account for all the evidence.
One might ask: if many of the accusations had roots that were decades old, why were prosecutions not
pursued vigorously prior to 1692? Why did that year become so critical? Only a handful of the accused
witches in the Salem crisis had been tried previously, and all had been released without formal
punishment. Those questions and that observation turn our attention away from the accused and the
accusers to the Massachusetts authorities. In 1692, judges took seriously witchcraft claims they had
earlier summarily rejected.
The explanation for why the judges acted that way lies in the fact that they were the colony’s councilors
and military leaders as well as the justices of the special court established by the governor in May to try
the witches. In those other capacities, they were deeply involved in the war with the Wabanaki Indians
then enveloping New England. The war had begun in August 1688, and the English colonists had
suffered devastating defeats. Once-prosperous settlements on the Maine coast—where fishing and
lumbering produced major profits for Salem and Boston merchants and investors—had largely been
abandoned after they were overrun by Native warriors.
57
English settlers had long believed that the Indians of North America were devil-worshippers. Colonists
lived in what one historian has termed a “world of wonders,” in which—prior to the adoption of
Enlightenment thinking about scientific explanations of natural phenomena—many seemingly
inexplicable occurrences were attributed to witchcraft or other supernatural causes. For Puritans, the
invisible world was as palpably real as the visible one. Accordingly, Massachusetts residents could
readily connect the war in the visible world, in which they were being attacked by Indians, to the war in
the invisible world, in which they were being attacked by witches. Both antagonists were acting at the
direction of the devil, and if New Englanders could not defeat the devil and his Native allies on the
battlefield, they could at least defeat him in the courtroom.
And so it was surely no coincidence that Tituba, a Native American (though not a Wabanaki), was one of
the first three accused witches. Nor was it a coincidence that the first large wave of accusations came in
mid-April, immediately after one confessing witch revealed that the devil had recruited her into his
ranks four years earlier while she was living on the Maine frontier. Once the two challenges to the
colony’s existence became linked in New Englanders’ minds, they perceived witches everywhere, just as
they similarly feared attacking Indians so much that one panicky Essex County community, Gloucester,
mustered its militia for several weeks in July to fight what residents later acknowledged were nothing
but spectral Native enemies. And a little-known fact is that among the accused witches were some
prominent men long suspected of trading with the Wabanakis.
The special court tried suspects at brief sessions held sporadically from mid-June through late
September 1692. Twenty-seven people were convicted, nineteen of them (fourteen women, five men)
hanged; the last executions were on September 22. An additional male suspect, Giles Corey, rejected
the court’s authority by refusing to enter a plea and was pressed to death by heavy stones (a medieval
English punishment). In late October, after criticism of the court’s acceptance of the afflicted people’s
descriptions of spectral tortures became too loud to ignore, the governor dissolved the special court.
But a few accusations and arrests still followed, and trials resumed in January 1693 in regular courts.
Three more women, all confessing witches, were convicted, but the governor quickly reprieved them, as
he did the eight people who had been convicted by the special court but not yet hanged.
The Salem witchcraft crisis of 1692 was neither a vast conspiracy of local residents, nor, as Miller’s play
suggests, an attempt at revenge by a thwarted lover. Rather, it was a product of its own fraught era—
the unique confluence of a devastating war in northern New England, rampant gossip, and preEnlightenment magical thinking. Almost as remarkable is the speed with which the crisis passed. Five
years later, as the Indian war ended, one judge and twelve jurors publicly apologized. In 1711, the
colony compensated many surviving victims and their families. But not until early this century did the
state by law formally declare all the accused to be innocent.
Mary Beth Norton is the Mary Donlan Alger Professor of History at Cornell University. She is the author
of Founding Mothers & Fathers: Gendered Power and the Forming of American Society (1996), and In
the Devil’s Snare: The Salem Witchcraft Crisis of 1692 (2003).
58
Chapter #5: Colonial Society on the Eve of Revolution – Big Picture Themes (pages 84-105)
1. The Americans were very diverse for that time period. New England was largely from English
background, New York was Dutch, Pennsylvania was German, the Appalachian frontier was
Scots-Irish, the southern coast African-American and English, and there were spots of French,
Swiss, and Scots-Highlanders.
2. Although they came from different origins, the ethnicities were knowingly or what
mingling and melting together into something called “Americans.”
3. Most people were farmers, an estimated 90%. The northern colonies held what little
industry America had at the time: shipbuilding, iron works, rum running, trade, whaling,
fishing. The south dealt with crops, slaves, and naval stores.
4. There were two main Protestant denominations: the Congregational Church up north, and
the Anglican Church down south. Both were “established” meaning tax money went to the
church. Poised for growth were the “backwoods” faiths of the Baptists and Methodists that
grew by leaps thanks to the Great Awakening.
IDENTIFICATIONS:
Great Awakening
The Great Awakening was a religious revival held in the 1730's and 1740's to motivate the
colonial America. Motivational speakers such as Jonathan Edwards and George Whitefield
helped to bring Americans together.
George Whitfield
Whitefield came into the picture in 1738 during the Great Awakening, which was a religious
revival that spread through all of the colonies. He was a great preacher who had recently been
an alehouse attendant. Everyone in the colonies loved to hear him preach of love and
forgiveness because he had a different style of preaching. This led to new missionary work in
the Americas in converting Indians and Africans to Christianity, as well as lessening the
importance of the old clergy.
Jonathan Edwards
An American theologian and Congregational clergyman, whose sermons stirred the religious
revival, called the Great Awakening. He is known for his " Sinners in the Hands of an Angry God
" sermon.
59
Old and New Lights
In the early 1700's, old lights were simply orthodox members of the clergy who believed that
the new ways of revivals and emotional preaching were unnecessary. New lights were the more
modern- thinking members of the clergy who strongly believed in the Great Awakening. These
conflicting opinions changed certain denominations, helped popularize missionary work and
assisted in the founding educational centers now known as Ivy League schools.
Phyllis Wheatley (this id was added to the answer key – worth including)
Born around 1753, Wheatley was a slave girl who became a poet. At age eight, she was brought
to Boston. Although she had no formal education, Wheatley was taken to England at age
twenty and published a book of poetry. Wheatley died in 1784.
Age of Reason/Enlightenment
A philosophical movement which started in Europe in the 1700's and spread to the colonies. It
emphasized reason and the scientific method. Writers of the enlightenment tended to focus on
government, ethics, and science, rather than on imagination, emotions, or religion. Many
members of the Enlightenment rejected traditional religious beliefs in favor of Deism, which
holds that the world is run by natural laws without the direct intervention of God.
John Peter Zenger
A New York newspaper printer, was taken to court and charged with seditious libel (writing in a
malicious manner against someone). The judge urged the jury to consider that the mere fact of
publishing was a crime, no matter whether the content was derogatory or not. Zenger won
after his lawyer, Andrew Hamilton, excellently defended his case. The importance—freedom of
the press scored a huge early victory in this case.
60
GUIDED READING QUESTIONS:
Conquest by the Cradle
Know: Thirteen Original Colonies
1.
What was the significance of the tremendous growth of population in Britain's North
American colonies?
A Mingling of Races
Know: Pennsylvania Dutch, Scots-Irish, Paxton Boys, Regulator Movement
2.
What was the significance of large numbers of immigrants from places other than
England?
The Structure of Colonial Society
Know: Social Mobility
3.
Assess the degree of social mobility in the colonies.
Makers of America: The Scots-Irish
Know: The Session
4.
How had the history of the Scots-Irish affected their characteristics?
61
Workaday America
Know: Triangular Trade, Naval Stores, Molasses Act
5.
Describe some of the more important occupations in the colonies.
Horsepower and Sailpower
Know: Taverns
6.
What was it like to travel in early America?
Dominant Denominations
Know: Established Church, Anglicans, Congregationalists, Presbyterians
7.
How did the denominations in America affect relations with Great Britain?
The Great Awakening
Know: Jonathan Edwards, George Whitefield, Old Lights, New Lights, Baptists
8.
How was the religion encompassed in the Great Awakening different from traditional
religion? What was important about the difference?
Schools and Colleges
Know: Latin and Greek
9.
What kind of education could a young person expect in colonial times?
62
A Provincial Culture
Know: John Trumbull, Charles Wilson Peale, Benjamin West, John Singleton Copley, Benjamin
Franklin
10.
Did Americans distinguish themselves in the arts during the colonial period? Explain.
Pioneer Presses
Know: John Peter Zenger
11.
Why was the jury verdict in the Zenger case important?
The Great Game of Politics
Know: Royal Colonies, Proprietary colonies, self-governing colonies, colonial assemblies, power of
the purse, Town Meetings, property qualifications
12.
How democratic was colonial America?
63
Chapter #6: Duel for North America – Big Picture Themes (pages 106-121)
1. Two dominant cultures emerged in the 1700s in North America: (a) England controlled the
Atlantic seaboard from Georgia to Maine, and (b) France controlled the area of Quebec and
along the Great Lakes and down the Mississippi River.
2. New England consisted of towns made up by farmers. They cleared the land and pushed
the Indians out. New France was made up of fur trading outposts. They were scattered and
lived with and often worked with the Indians in the forests and streams.
3. Like cats and dogs, England and France cannot live together that close. While separated,
they were fine, but the two cultures began to rub against one another in the Ohio Valley. This
started the French and Indian War.
4. The French and Indian War saw the English defeat France. France was totally kicked out of
North America.
IDENTIFICATIONS:
Samuel de Champlain
Samuel de Champlain was a French explorer who sailed to the West Indies, Mexico, and
Panama. He wrote many books telling of his trips to Mexico City and Niagara Falls. His greatest
accomplishment was his exploration of the St. Lawrence River and his latter settlement of
Quebec.
William Pitt
William Pitt was a British leader from 1757-1758. He was a leader in the London government,
and earned himself the name, "Organizer of Victory". He led and won a war against Quebec.
Pittsburgh was named after him.
Pontiac
Indian Chief; led post war flare-up in the Ohio River Valley and Great Lakes Region in 1763; his
actions led to the Proclamation of 1763; the Proclamation angered the colonists.
Albany Plan of Union
A conference in the United States Colonial history form June 19 through July 11, 1754 in Albany
New York. It advocated a union of the British colonies for their security and defense against
French Held by the British Board of Trade to help cement the loyalty of the Iroquois League.
After receiving presents, provisions and promises of Redress of grievances. 150 representatives
if tribes withdrew without committing themselves to the British cause.
64
Proclamation of 1763
The Proclamation of 1763 was an English law enacted after gaining territory from the French at
the end of the French and Indian War. It forbade the colonists from settling beyond the
Appalachian Mountains. The Colonists were no longer proud to be British citizens after the
enactment. The Proclamation of 1763 caused the first major revolt against the British.
Pontiac’s Rebellion 1763
An Indian uprising after the French and Indian War, led by an Ottowa chief named Pontiac. They
opposed British expansion into the western Ohio Valley and began destroying British forts in
the area. The attacks ended when Pontiac was killed.
Five Nations of the Iroquois
The federation of tribes occupying northern New York: the Mohawk, the Oneida, the Senecca,
the Onondaga, and the Cayuga. The federation was also known as the "Iroquois," or the League
of Five Nations, although in about 1720 the Tuscarora tribe was added as a sixth member. It
was the most powerful and efficient North American Indian organization during the 1700s.
Some of the ideas from its constitution were used in the Constitution of the United States.
Salutary Neglect
Prime Minister Robert Walpole’s policy in dealing with the American colonies. He was primarily
concerned with British affairs and believed that unrestricted trade in the colonies would be
more profitable for England than would taxation of the colonies.
French and Indian War (1754-1763)
Was a war fought by French and English on American soil over control of the Ohio River Valley-English defeated French in1763. Historical Significance: established England as number one
world power and began to gradually change attitudes of the colonists toward England for the
worse.
The Battle of Quebec 1759
James Wolfe, handsome at 32 years old, scored a major victory at the Battle of Quebec.
Quebec was considered impenetrable with its bluffs. But, Wolfe's men snuck up the cliffs, then
surprised and defeated the French on the Plains of Abraham. Both Wolfe and his French
counterpart Marquis de Montcalm were killed in the battle
65
GUIDED READING QUESTIONS:
France Finds a Foothold in Canada
Know: Huguenots, Samuel de Champlain, New France
1.
How was the colony of New France different from the British North American colonies?
New France Fans Out
Know: Beaver, Coureurs de Bois, Voyageurs, Robert de La Salle
2.
What
factors
led
to
the
French
settlement
of
The Clash of Empires
Know: Treaty of Utrecht, War of Jenkins's Ear, James Oglethorpe, Louisbourg
3.
Describe the early wars between France and Britain.
George Washington Inaugurates War with France
Know: Fort Duquesne, George Washington, Fort Necessity, Acadians
4.
How did George Washington spark the French and Indian War?
66
New
France?
Global War and Colonial Disunity
Know: Benjamin Franklin, Albany Plan of Union, "Join or Die"
5.
What was meant by the statement, “America was conquered in Germany?
Braddock's Blundering and Its Aftermath
Know: Edward Braddock
6. What setbacks did the British suffer in the early years of the French and Indian War?
Pitt's Palms of Victory
Know: William Pitt, James Wolfe, Battle of Quebec
7.
What was the significance of the British victory in the French and Indian War?
Restless Colonials
8.
How did the French and Indian War affect the relationship between the colonies and
with the mother country?
67
War’s Fateful Aftermath
Know: Treaty of Paris, Pontiac, Daniel Boone, Proclamation of 1763
9. How did French defeat lead to westward expansion and tension with Native Americans
and the British?
68
APUSH – Document Based Question Practice
Directions: Please analyze the following document based on your guided reading notes.
Document Information
(What does the document tells us?)
Document Inferences
(What inferences can be drawn from the document?)
Outside Information
(What essential outside information can be teased from the document and used in a quality essay)
69
Chapter #7: The Road to Revolution (pages 122-139)
1. Following the French and Indian War, the British crown needed money and figured the
Americans could help pay for the war.
2. Also, the economic policy of mercantilism dictated that England try to keep its hard money
within the British Empire. So, laws were passed to restrict American trade.
3. The taxes and regulations that followed were not received well by the Americans, notably
the Stamp Act.
4. Conditions deteriorated and radical patriots brought matters to a head in events such as
the Tea Party and Boston Massacre. Even though most Americans would be considered
moderates at the time, the radical patriots were the ones making things happen.
5. The culmination of the patriots’ activities came at Lexington and Concord, when the
American Revolution began.
IDENTIFICATIONS
Lord North
1770's-1782 King George III's stout prime minister (governor during Boston Tea Party) in the
1770's. Lord North's rule fell in March of 1782, which therefore ended the rule of George III for
a short while.
Internal/External taxation
According to this doctrine, the colonies existed for the benefit of the mother country; they
should add to its wealth, prosperity, and self-sufficiency. The settlers were regarded more or
less as tenants. They were expected to produce tobacco and other products needed in England
and not to bother their heads with dangerous experiments in agriculture or self-government.
George Grenville
George Grenville was the British Prime Minister from 1763-1765. To obtain funds for Britain
after the costly 7-Years War, in 1763 he ordered the Navy to enforce the unpopular Navigation
Laws, and in 1764 he got Parliament to pass the Sugar Act, which increased duties on sugar
imported from the West Indies. He also, in 1765, brought about the Quartering Act, which
forced colonists to provide food and shelter to British soldiers, who many colonists believed
were only present to keep the colonists in line
70
Letter from a Farmer in Pennsylvania
A declaration of colonial rights and grievances, written by John Dickinson in 1767 to protest the
Townshend Acts. Although an outspoken critic of British policies towards the colonies,
Dickinson opposed the Revolution, and, as a delegate to the Continental Congress in 1776,
refused to sign the Declaration of Independence.
Gaspee Incident
In June, 1772, the British customs ship Gaspée ran a ground off the colonial coast. When the
British went ashore for help, colonials boarded the ship and burned it. They were sent to Britain
for trial. Colonial outrage led to the widespread formation of Committees of Correspondence.
Charles Townshend
Charles Townshend was control of the British ministry and was nicknamed "Champagne
Charley" for his brilliant speeches in Parliament while drunk. He persuaded Parliament in 1767
to pass the Townshend Acts. These new regulations was a light import duty on glass, white
lead, paper, and tea. It was a tax that the colonist were greatly against and was a near start for
rebellions to take place.
Baron Von Steuben
A stern, Prussian drillmaster that taught American soldiers during the Revolutionary War how
to successfully fight the British.
Mercantilism
According to this doctrine, the colonies existed for the benefit of the mother country; they
should add to its wealth, prosperity, and self-sufficiency. The settlers were regarded more or
less as tenants. They were expected to produce tobacco and other products needed in England
and not to bother their heads with dangerous experiments in agriculture or self-government.
"Virtual" representation
Theory that claimed that every member of Parliament represented all British subjects, even
those Americans in Boston or Charleston who had never voted for a member of the London
Parliament.
Sons of Liberty
An organization established in 1765, these members (usually in the middle or upper class)
resisted the Stamp Act of 765. Even though the Stamp Act was repealed in 1766, the Sons of
Liberty combined with the Daughters of Liberty remained active in resistance movements.
Admiralty courts
British courts originally established to try cases involving smuggling or violations of the
Navigation Acts which the British government sometimes used to try American criminals in the
colonies. Trials in Admiralty Courts were heard by judges without a jury.
71
Committees of Correspondence
Samuel Adams started the first committee in Boston in 1772 to spread propaganda and secret
information by way of letters. They were used to sustain opposition to British policy. The
committees were extremely effective and a few years later almost every colony had one. This is
another example of the colonies breaking away from Europe to become Americans.
First Continental Congress
a convention and a consultative body that met for seven weeks, from September 5 to October
26, 1774, in Philadelphia; it was the American's response to the Intolerable Acts; considered
ways of redressing colonial grievances; all colonies except Georgia sent 55 distinguished men in
all; John Adams persuaded his colleagues toward revolution; they wrote a Declaration of Rights
and appeals to British American colonies, the king, and British people; created the Association
which called for a complete boycott of English goods; the Association was the closet thing to a
written constitution until the
Loyalists (Tories)
Colonials loyal to the king during the American Revolution.
72
GUIDED READING QUESTIONS:
The Deep Roots of Revolution
1.
Why does the author say that the American Revolution began when the first settlers
stepped ashore?
Mercantilism and Colonial Grievances
Know: Mercantilism, Navigation Laws, Royal Veto
2. Explain the economic theory of mercantilism and the role of colonies.
3. How did Parliament enact the theory of mercantilism into policy?
The Merits and Menace of Mercantilism
Know: Salutary Neglect, John Hancock, Bounties
4. In what ways did the mercantilist theory benefit the colonies?
5. What economic factors were involved in leading colonists to be displeased with the British
government?
73
The Stamp Tax Uproar
Know: George Grenville, Sugar Act, Quartering Act, Stamp Act, Admiralty Courts, Virtual
Representation
6.
Why were the colonists so upset over relatively mild taxes and policies?
Forced Repeal of the Stamp Act
Know: Stamp Act Congress, Non- importation Agreements, Homespun, Sons of Liberty,
Declaratory Act
7. In what ways did colonists resist the Stamp Act?
The Townshend Tea Tax and the Boston "Massacre"
Know: Townshend Acts, Indirect Tax, Boston Massacre, John Adams
8.
How did the Townshend Acts lead to more difficulties?
The Seditious Committees of Correspondence
Know: George III, Lord North, Samuel Adams, Committees of Correspondence
9.
How did Committees of Correspondence work?
74
Tea Brewing in Boston
Know: British East India Company, Boston Tea Party
10.
What was the cause of the Boston Tea Party, and what was its significance?
Parliament Passes the "Intolerable Acts"
Know: Boston Port Act, Massachusetts Government Act, Administration of Justice Act, Quartering
Act of 1774, Quebec Act
11.
What was so intolerable about the Coercive (Intolerable) Acts?
Bloodshed
Know: First Continental Congress, Declaration of Rights, The Association, Tar and Feathers,
Minute Men, Lexington and Concord
12.
What was the goal of the First Continental Congress?
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Imperial Strength and Weakness
Know: Hessians, Tories
13.
What were British strengths and weaknesses at the outset of the war?
American Pluses and Minuses
Know: George Washington, Ben Franklin, Marquis de Lafayette, Continentals
14.
What were the American strengths and weaknesses at the outset of the war?
A Thin Line of Heroes
Know: Valley Forge, Baron von Steuben, Continental Army
15.
What role was played by African-Americans in the Revolution?
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Chapter #8: American Secedes from the Empire – Big Picture Themes (pages 140-163)
1. Nearly every advantage on paper went to Britain during the revolution. They had better
troops, training, a much better navy, experienced generals, more money, better weapons
and equipment.
2. The Americans had on their side heart and geography. America was very big and ocean
removed from England.
3. Perhaps due to necessity rather than plan, American employed a drawn-out strategy
where the war drug on for six years. America won by constantly withdrawing to the nation’s
interior and moving on to fight another day.
4. Meanwhile, as the war waged, the Declaration of Independence was written, signed, and
approved.
5. The Treaty of Paris 1763 legitimized the new nation.
IDENTIFICATIONS:
Second Continental Congress
The Second Continental Congress met in Philadelphia on May 10, 1775. Three delegates added
to the Congress were Benjamin Franklin, Thomas Jefferson, and John Hancock. The Congress
took on governmental duties. (United all the colonies for the war effort.) They selected George
Washington as Commander in Chief. They encouraged the colonies to set themselves up as
states. On July 4, 1776 they adopted the Declaration of Independence. The Congress ended
March 1, 1781 when a Congress authorized by the Articles of Confederation took over.
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Hessians
They were German mercenaries who were comprised of approximately 30,000 soldiers in the
British army during the Revolutionary War. They fought among 162,000 other Britons and
loyalists but were outnumbered by the 220,000 troops of the Continental Army.
Thomas Paine/Common Sense
Common Sense written in 1776 was one of the most potent pamphlets ever written. It called
for the colonists to realize their mistreatment and push for independence from England. The
author Thomas Paine introduced such ideas as nowhere in the universe sis a smaller heavenly
body control a larger. For this reason their is no reason for England to have control over the
vast lands of America. The pamphlet with its high-class journalism as well as propaganda sold a
total of 120,000 copies within a few months.
Natural Rights Theory
theory that people are born with certain "natural rights." Some say these rights are anything
people do in the pursuit of liberty--as long as the rights of others are not impeded.
George Washington
He had led troops (rather unsuccessfully) during the French and Indian War, and had
surrendered Fort Necessity to the French. He was appointed commander-in-chief of the
Continental Army, and was much more successful in this second command.
Marquis de Layfette
A wealthy French nobleman, nicknamed "French Gamecock", made major general of colonial
army, got commission on part of his family.
John Burgoyne
Burgoyne is best known for his role in the American War of Independence. During the Saratoga
campaign he surrendered his army of 5,000 men to the American troops on October 17, 1777.
Appointed to command a force designated to capture Albany and end the rebellion, Burgoyne
advanced from Canada but soon found himself surrounded and outnumbered. He fought two
battles at Saratoga, but was forced to open negotiations with Horatio Gates. Although he
agreed to a convention, on 17 October 1777, which would allow his troops to return home, this
was subsequently revoked and his men were made prisoners. Burgoyne faced criticism when he
returned to Britain, and never held another active command.
Benedict Arnold
He was an American General during the Revolutionary War (1776). He prevented the British
from reaching Ticonderoga. Later, in 1778, he tried to help the British take West Point and the
Hudson River but he was found out and declared a traitor.
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Treaty of Paris, 1783
The British recognized the independence of the United States. It granted boundaries, which
stretched from the Mississippi on the west, to the Great Lakes on the north, and to Spanish
Florida on the south. The Yankees retained a share of Newfoundland. It greatly upset the
Canadians.
Battle of Trenton (Dec 26, 1776)
Washington crossed the Delaware river going south and surprised the British by coming back
across the river; Washington split his 2400 men into two divisions and attacked the British from
two sides The colonials were successful and the victory gave the troops a great boost of
confidence and the colonies a great positive push
Battles of Lexington and Concord ( April 19, 1774)
General Gage, stationed in Boston, was ordered by King George III to arrest Samuel Adams and
John Hancock. The British marched on Lexington, where they believed the colonials had a cache
of weapons. The colonial militias, warned beforehand by Paul Revere and William Dawes,
attempted to block the progress of the troops and were fired on by the British at Lexington. The
British continued to Concord, where they believed Adams and Hancock were hiding, and they
were again attacked by the colonial militia. As the British retreated to Boston, the colonials
continued to shoot at them from behind cover on the sides of the road. This was the start of
the Revolutionary War.
Battle of Saratoga
British General John Burgoyne felt overwhelmed by a force three times larger than his own, and
surrendered on October 17, 1777. This forced the British to consider whether or not to
continue the war. The U.S. victory at the Battle of Saratoga convinced the French that the U.S.
deserved diplomatic recognition.
Battle of Yorktown
Washington, along with Admiral de Grasse’s French fleet, trapped British General Cornwallis on
the Yorktown peninsula. The Siege of Yorktown began in September of 1781, and ended when
Cornwallis realized that he lost three key points around Yorktown and surrendered.
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GUIDED READING QUESTIONS:
Congress Drafts George Washington
Know: Second Continental Congress, George Washington
1.
Why was George Washington chosen as general of the American army?
Bunker Hill and Hessian Hirelings
Know: Ethan Allen, Benedict Arnold, Fort Ticonderoga, Bunker Hill, Redcoats, Olive Branch
Petition, Hessians
2.
George III "slammed the door on all hope of reconciliation." How and why?
The Abortive Conquest of Canada
Know: Richard Montgomery
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3.
Did the fighting go well for Americans before July of 1776? Explain.
Thomas Paine Preaches Common Sense
4.
Why was Common Sense important?
Paine and the Idea of "Republicanism"
Know: Republic, Natural Aristocracy
5.
Why did Paine want a democratic republic?
Jefferson's "Explanation" of Independence
Know: Richard Henry Lee, Thomas Jefferson, Declaration of Independence, Natural Rights
6.
What does the Declaration of Independence say?
Patriots and Loyalists
Know: Patrick Henry
7.
What kinds of people were Loyalists?
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Makers of America: The Loyalists
8.
What happened to Loyalists after the war?
The Loyalist Exodus
9.
What happened to Loyalists during the war?
Burgoyne's Blundering Invasion
Know: John Burgoyne, Benedict Arnold, Saratoga, Horatio Gates
10.
Why did the Americans win the battle of Saratoga? Why was it significant?
Revolution in Diplomacy?
11.
Why did the French help America win independence?
The Colonial War Becomes a Wider War
Know: Armed Neutrality
12.
Why was foreign aid so important to the American cause?
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Blow and Counterblow
Know: Nathaniel Greene, Charles Cornwallis
13.
Would an American Patriot, reading news of the war in 1780, have been happy about the
way the war was going? Explain.
The Land Frontier and the Sea Frontier
Know: Iroquois Confederacy, Fort Stanwix, George Rogers Clarke, John Paul Jones, Privateers
14.
Was frontier fighting important in the outcome of the war?
Yorktown and the Final Curtain
Know: Charles Cornwallis, Yorktown
15.
If the war did not end
at
Yorktown,
then
why
was
Peace at Paris
Know: Benjamin Franklin, John Adams, John Jay, Treaty of Paris
16.
What did America gain and what did it concede in the Treaty of Paris?
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it
important?
A New Nation Legitimized
Know: Whigs
17
Did Americans get favorable terms in the Treaty of Paris? Explain.
Whose Revolution?
18.
Which of the interpretations of the Revolution seems most true to you? Least true?
Explain.
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FIVE EXPLANATIONS OF THE REVOLUTIONARY WAR
1. Political Conflict: A struggle between tyrannical control of England & the liberty-loving
Americans who saw an opportunity to carry out the beliefs of the Enlightenment thinkers
2. Practical: the impossibility of England’s maintaining colonies 3,000 miles away as part of its
empire as well as the internal political conflicts in British government
3. Economic Conflict: between the growing American free enterprise system & the English
mercantile system
4. Religious Conflict – between the variety of religions that settled in the colonies & the Church
of England, the dominant religion of English officials & aristocrats
5. Social Conflict: The development of a new class structure in the colonies due to the ending
of heredity, birthright status, & primogeniture, & the availability of land & the expansion of the
the right to vote as social “level-ers”
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