Historical Period 2: 1607-1754
“In a Nutshell”
Pageant: Chapters 2-3
AMSCO: Chapters 2-3
Assessment Weight = 45%
Period 2: 1607-1754 Europeans and American Indians maneuvered and fought for
dominance, control, and security in North America, and distinctive colonial and
native societies emerged.
Essential Questions:
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What factors led to the creation and development of distinct Spanish, French, and
Dutch colonial regions in North America?
How did relations between Spanish, French, and Dutch colonists and Native
Americans evolve over time?
What factors led to the creation and development of distinct colonial regions in
British North America?
How and why did slavery develop in British colonies?
What factors shaped the development of Native American society after contact with
the Europeans in North America?
How were changing religious ideals, Enlightenment beliefs, and republican
perspectives influenced by Atlantic World exchanges? How did these ideas and
beliefs shape colonial identity, politics, culture, and society?
How did European beliefs in mercantilism and empire help shape the North
American colonies?
To what extent did political turmoil in England result in de facto independence of
the North American colonies?
How did slavery in the British colonies differ from slavery in the Spanish and Dutch
colonies?
Ch. 2
Required IDs for Period 2
Ch. 3
2-1. Jamestown
3-1. Indentured servant (68)
2-2. Bacon’s Rebellion
3-2. “seasoning” (70)
2-3. Headright system
3-3. The Middle Passage (73)
2-4. Transplantations
3-4. Scotch-Irish (76)
2-5. Indentured servants
3-5. Saugus Ironworks (80)
2-6. tobacco
3-6. Extractive Industries (80)
2-7. Virginia House of Burgesses
3-7. Triangular Trade (83)
2-8. Separatist Puritans
3-8. Gullah (86)
2-9. Mayflower Compact
3-9. Stono Rebellion (86)
2-10.
Non Separatist Puritans
3-10. “visible saints (87)
2-11.
Great Puritan Migration
3-11. Town Meetings (87)
2-12.
John Winthrop
3-12. Salem Witch Trials (88)
2-13.
City Upon a Hill
3-13. Halfway covenant (88)
2-14.
Anne Hutchinson
3-14. Primogeniture (88)
2-15.
Antinomianism
3-15. Jeremiads (92)
2-16.
Pequot War
3-16. The Great Awakening (92-)
2-17.
King Philip’s War
3-17. Jonathan Edward (93)
2-18.
Quakers
3-18. George Whitefield (93)
2-19.
William Penn/Holy Experiment
3-19. Colonial Almanacs (94) /
2-20.
Navigation Acts
Poor Richard’s Almanac
2-21.
New England Confederation
3-20. Cotton Mather (96)
2-22.
Dominion of New England
3-21. John Peter Zenger (96)
2-23.
Glorious Revolution
2-24.
Coode’s Rebellion
2-25.
Leisler’s Rebellion
2-26.
triangular trade
2-27.
Royal colony
2-28.
Proprietary colony
2-29. Joint-stock/corporate colony
For additional IDs, refer to the following pages:
Brinkley
AMSCO
Ch. 2: p. 65; Ch. 3 p. 99
Ch. 2: p. 65; Ch. 3: p. 99
Just remember that the more terms you make yourself familiar with, the more evidence you can provide
for any type of question College Board wants to throw at you.
Possible Essay Questions for Historical Period 2: 1607-1754
1. Explain how and why people moved within the Americas (before contact) and to and within the
Americas (after contact and colonization) (Hastings)
2. Explain the development of labor systems such as slavery, indentured servitude, and free labor from
the colonial period through the end of the 18th century. (Hastings)
3. To what extent and in what ways did the goals and interests of European leaders diverge from those of
colonial citizens? Support your answer with specific and relevant historical information from the
period 1607-1754. (SG)
4. To what extend and in what ways did European powers develop different patterns of colonization in
North America? Support your answer with specific and relevant historical information from the period
1607-1754. (SG)
5. Analyze the similarities and differences in the challenges in the Spanish, French, and English colonizers
faced in their relationships with the American Indians of North America between 1600 and 1754 (DBQSG)
Old Format
6.
“Geography was the primary factor in shaping the
development of the British colonies in North America.”
Assess the validity of this statement for the 1600s.
(2005 #2 FRQB )
7. Compare the ways in which TWO of the following
reflected tensions in colonial society: Bacon’s
Rebellion (1676), Pueblo Revolt (1680), Salem
Witchcraft Trials (1692), Stono Rebellion (1739)
(2003 #2 FRQB)
8. Compare the ways in which religion shaped the
development of colonial society (to 1740) in TWO of
the following regions: New England, Chesapeake,
Middle Atlantic (2002 #2 FRQ)
9. Analyze the impact of the Atlantic trade routes
established in the mid-1600s on economic
development in the British North American colonies.
Consider the period 1650-1750. (2002 #2 FRQB)
10. Analyze the cultural and economic responses of TWO
of the following groups to the Indians of North
America before 1750: British, French, Spanish (2000
#2 FRQ)
New Format (John Irish)
Evaluate the Extent to which geography was the
primary factor in shaping the development of the
British colonies in North America during the 1600s.
Compare and contrast the ways that social and
political tensions in colonial society between
colonizers and other groups reflected conflict in the
period from 1607-1754.
Evaluate the impact of religious development in the
New England, Chesapeake, and Mid-Atlantic colonies.
Explain how economic development in the British
North American colonies was impacted by the Atlantic
trade routes between 1650 and 1750.
a.
Evaluate the impact that European colonist
had on the cultural and economic
experiences of the native population prior to
1750
b.
11. Analyze the difference between the Spanish
settlements in the Southwest and the English colonies
in New England in the seventeenth century in terms of
TWO of the following: Politics, Religion and Economic
Development (2006 #2 FRQ)
12. In what ways did ideas and values held by Puritans
influence the political, economic, and social
development of the New England colonies from 1630
through the 1660s? (2010 DBQ)
13. Choose TWO of the following and analyze their impact
on colonial North American development between
1620 and 1776: Puritanism; The Enlightenment; the
First Great Awakening (2014 #2 FRQ)
Evaluate the extent to which European
colonists contributed to maintain continuity
as well as fostered change within native
population from first contact to 1750.
Compare and contrast the differences between the
southwest Spanish settlements and the English
colonies in New England in the 17th century.
a.
Explain how the ideas and values of various
groups influenced the political, economic,
and social development of the British North
American colonies from 1607 to 1700.
b. Explain how religious ideas and values held
by the British American colonists influenced
the political, economic and social
development from 1607 to 1700.
Explain how intellectual and religious movements
impacted the development of colonial North American
from 1607-1776.
Historical Period 2: 1607-1754
“In a Nutshell Part II”
Listed below are the key concepts and themes from the AP Curriculum Framework. This is the
information that College Board expects you to know at the end of this unit of study. You should be able
to apply specific examples from the reading to the key concepts and themes. Don’t worry, we will work
through this together but you need to be aware of your responsibility. 
Key Concept 2:1: Differences in imperial goals, cultures, and the North American
environments that different empires confronted led Europeans to develop diverse
patterns of colonization.
I. Seventeenth--century Spanish, French,
Dutch, and British colonizers embraced
different social and economic goals, cultural
assumptions, and folkways, resulting in varied
models of colonization.
A. Spain sought to establish tight control
over the process of colonization in the
Western Hemisphere and to convert
and/or exploit the native population.
Thematic Objectives covered by this key concept:
B. French and Dutch colonial efforts
involved relatively few Europeans and
used trade alliances and intermarriage
with American Indians to acquire furs
and other products for export to
Europe.
WXT-2: Analyze how innovations in markets,
transportation, and technology affected the economy and
the different regions of North America from the colonial
period through the end of the Civil War.
PEO-1: Explain how and why people moved within the
Americas (before contact) and to and within the Americas
(after contact and colonization)
WOR-1: Explain how imperial competition and the
exchange of commodities across both sides of the Atlantic
Ocean influenced the origins and patterns of development
of North American societies in the colonial period.
ENV-4: Analyze how the search for economic resources
affected social and political developments from the
colonial period through Reconstruction.
C. Unlike their European competitors, the
English eventually sought to establish
colonies based on agriculture, sending
relatively large numbers of men and
women to acquire and and populate
their settlements, while having
relatively hostile relationships with
American Indians.
II. The British--American system of slavery
developed out of the economic, demographic,
and geographic characteristics of the British-controlled regions of the New World.
Thematic Objectives covered by this key concept:
WOR-1: Explain how imperial competition and the
exchange of commodities across both sides of the Atlantic
Ocean influenced the origins and patterns of development
of North American societies in the colonial period.
WXT-4: Explain the development of labor systems such
as slavery, indentured servitude, and free labor from the
colonial period through the end of the 18th century.
ID-4: Explain how conceptions of group identity and
autonomy emerged out of cultural interactions between
colonizing groups, Africans, and American Indians in the
colonial era.
POL-1: Analyze the factors behind competition,
cooperation, and conflict among different societies and
social groups in North America during the colonial period.
CUL-1: Compare the cultural values and attitudes of
different European, African American, and native peoples
in the colonial period and explain how contact affected
intergroup relationships and conflicts.
A. Unlike Spanish, French, and Dutch
colonies, which accepted intermarriage
and cross--racial sexual unions with
native peoples (and, in Spain’s case,
with enslaved Africans), English
colonies attracted both males and
females who rarely intermarried with
either native peoples or Africans,
leading to the development of a rigid
racial hierarchy.
B. The abundance of land, a shortage of
indentured servants, the lack of an
effective means to enslave native
peoples, and the growing European
demand for colonial goods led to the
emergence of the Atlantic slave trade.
C. Reinforced by a strong belief in British
racial and cultural superiority, the
British system enslaved black people in
perpetuity, altered African gender and
kinship relationships in the colonies,
and was one factor that led the British
colonists into violent confrontations
with native peoples.
D. Africans developed both overt and
covert means to resist the
dehumanizing aspects of slavery.
III. Along with other factors, environmental
and geographical variations, including climate
and natural resources, contributed to regional
differences in what would become the British
colonies.
Thematic Objectives covered by this key concept:
WXT-2: Analyze how innovations in markets,
transportation, and technology affected the economy and
the different regions of North America from the colonial
period through the end of the Civil War.
WXT-4: Explain the development of labor systems such
as slavery, indentured servitude, and free labor from the
colonial period through the end of the 18th century.
ENV-2: Explain how the natural environment contributed
to the development of distinct regional group identities,
institutions, and conflicts in the precontact period
through the independence period.
ID-5: Analyze the role of economic, political, social, and
ethnic factors on the formation of regional identities in what
would become the United States from the colonial period
through the 19th century.
PEO-5: Explain how free and forced migration to and
within different parts of North America caused regional
development, cultural diversity and blending, and political
and social conflicts through the 19th century.
CUL-4: Analyze how changing religious ideals,
Enlightenment beliefs, and republican thought shaped the
politics, culture, and society of the colonial era through
the early Republic. culture, and society of the colonial era
through the early Republic.
A. The New England colonies, founded
primarily by Puritans seeking to
establish a community of like--minded
religious believers, developed a close-knit, homogenous society and -- aided
by favorable environmental conditions
-- a thriving mixed economy of
agriculture and commerce.
B. The demographically, religiously, and
ethnically diverse middle colonies
supported a flourishing export
economy based on cereal crops, while
the Chesapeake colonies and North
Carolina relied on the cultivation of
tobacco, a labor--intensive product
based on white indentured servants and
African chattel.
C. The colonies along the southernmost
Atlantic coast and the British islands in
the West Indies took advantage of long
growing seasons by using slave labor
to develop economies based on staple
crops; in some cases, enslaved
Africans constituted the majority of the
population.
Key Concept 2.2: European colonization efforts in North America stimulated
intercultural contact and intensified conflict between the various groups of colonizers and
native peoples.
I. Competitive over resources between
European rivals led to conflict within and
between North American colonial possessions
and American Indians.
A. Conflicts in Europe spread to North
America, as French, Dutch, British,
and Spanish colonies allied, traded
with, and armed American Indian
groups, leading to continuing political
instability.
Thematic Objectives covered by this key concept:
WXT-1: Explain how patterns of exchanging
commodities, peoples, diseases, and ideas around the
Atlantic World developed after European contact and
shaped North American colonial-era societies.
PEO-1: Explain how and why people moved within the
Americas (before contact) and to and within the Americas
(after contact and colonization)
WOR-1: Explain how imperial competition and the
exchange of commodities across both sides of the Atlantic
Ocean influenced the origins and patterns of development
of North American societies in the colonial period.
POL-1: Analyze the factors behind competition,
cooperation, and conflict among different societies and
social groups in North America during the colonial period.
ENV-1: Explain how the introduction of new plants,
animals, and technologies altered the natural
environment of North America and affected interactions
among various groups in the colonial period.
B. As European nations competed in
North America, their colonies focused
on gaining new sources of labor and on
producing and acquiring commodities
that were valued in Europe.
C. The goals and interests of European
leaders at times diverged from those of
colonial citizens, leading to growing
mistrust on both sides of the Atlantic,
as settlers, especially in the English
colonies, expressed dissatisfaction over
territorial settlements, frontier defense,
and other issues.
II. Clashes between European and American
Indian social and economic values caused
changes in both cultures.
A. Continuing contact with Europeans
increased the flow of trade goods and
diseases into and out of native
communities, stimulating cultural and
demographic changes.
Thematic Objectives covered by this key concept:
ID-4: Explain how conceptions of group identity and
autonomy emerged out of cultural interactions between
colonizing groups, Africans, and American Indians in the
colonial era.
WXT-1: Explain how patterns of exchanging
commodities, peoples, diseases, and ideas around the
Atlantic World developed after European contact and
shaped North American colonial-era societies.
PEO-4: Analyze the effects that migration, disease, and
warfare had on the American Indian population after
contact with Europeans.
PEO-5: Explain how free and forced migration to and
within different parts of North America caused regional
development, cultural diversity and blending, and political
and social conflicts through the 19th century.
POL-1: Analyze the factors behind competition,
cooperation, and conflict among different societies and
social groups in North America during the colonial period.
CUL-1: Compare the cultural values and attitudes of
different European, African American, and native peoples
in the colonial period and explain how contact affected
intergroup relationships and conflicts.
B. Spanish colonizing efforts in North
America, particularly after the Pueblo
Revolt, saw an accommodation with
some aspects of American Indian
culture;; by contrast, conflict with
American Indians tended to reinforce
English colonists’ worldviews on land
and gender roles.
C. By supplying American Indian rallies
with deadlier weapons and alcohol, and
by rewarding Indian military actions,
Europeans helped increase the intensity
and destructiveness of American
Indian warfare.
Key Concept 2.3: The increasing political, economic, and cultural exchanges within the
“Atlantic World” had a profound impact on the development of colonial societies in
North America.
I. “Atlantic World” commercial, religious,
philosophical, and political interactions among
Europeans, Africans, and American native
peoples stimulated economic growth, expanded
social networks, and reshaped labor systems.
A. The growth of an Atlantic economy
throughout the 18th century created a
shared labor market and a wide
exchange of New World and European
goods, as seen in the African slave
trade and the shipment of products
from the Americas.
Thematic Objectives covered by this key concept:
WXT-1: Explain how patterns of exchanging
commodities, peoples, diseases, and ideas around the
Atlantic World developed after European contact and
shaped North American colonial-era societies.
WXT-4: Explain the development of labor systems such
as slavery, indentured servitude, and free labor from the
colonial period through the end of the 18th century.
WOR-1: Explain how imperial competition and the
exchange of commodities across both sides of the Atlantic
Ocean influenced the origins and patterns of development
of North American societies in the colonial period.
WOR-2: Explain how the exchange of ideas among
different parts of the Atlantic World shaped belief systems
and independence movements into the early 19th century.
CUL-4: Analyze how changing religious ideals,
Enlightenment beliefs, and republican thought shaped the
politics, culture, and society of the colonial era through
the early Republic.
B. Several factors promoted Anglicization
in the British colonies: the growth of
autonomous political communities
based on English models, the
development of commercial ties and
legal structures, the emergence of a
trans--Atlantic print culture, Protestant
evangelism, religious toleration, and
the spread of European Enlightenment
ideas.
C. The presence of slavery and the impact
of colonial wars stimulated the growth
of ideas on race in this Atlantic system,
leading to the emergence of racial
stereotyping and the development of
strict racial categories among British
colonists, which contrasted with
Spanish and French acceptance of
racial gradations.
I.
Britain’s desire to maintain a viable North
American empire in the face of growing
internal challenges and external
competition inspired efforts to strengthen
its imperial control, stimulating increasing
resistance from colonists who had grown
accustomed to a large measure of
autonomy.
Thematic Objectives covered by this key concept:
WOR-1: Explain how imperial competition and the
exchange of commodities across both sides of the Atlantic
Ocean influenced the origins and patterns of development
of North American societies in the colonial period.
WOR-2: Explain how the exchange of ideas among
different parts of the Atlantic World shaped belief systems
and independence movements into the early 19th century.
ID-1: Analyze how competing conceptions of national
identity were expressed in the development of political
institutions and cultural values from the late colonial through
the antebellum periods.
CUL-4: Analyze how changing religious ideals,
Enlightenment beliefs, and republican thought shaped the
politics, culture, and society of the colonial era through
the early Republic.
A. As regional distinctiveness among the
British colonies diminished over time,
they developed largely similar patterns
of culture, laws, institutions, and
governance within the context of the
British imperial system.
B. Late 17th--century efforts to integrate
Britain’s colonies into a coherent,
hierarchical imperial structure and
pursue mercantilist economic aims met
with scant success due largely to varied
forms of colonial resistance and
conflicts with American Indian groups,
and were followed by nearly a half­century of the British government’s
relative indifference to colonial
governance.
C. Resistance to imperial control in the
British colonies drew on colonial
experiences of self--government,
evolving local ideas of liberty, the
political thought of the Enlightenment,
greater religious independence and
diversity, and an ideology critical of
perceived corruption in the imperial
system.
Identity (ID)
Work, Exchange, and
Technology (WXT)
Peopling (PEO)
Politics and Power
(POL)
America in the World
(WOR)
Environment and
Geography (ENV)
Ideas, Beliefs, and
Culture (CUL)
What were the chief similarities and differences among the
development of English, Spanish, Dutch, and French colonies in
America?
How did distinct economic systems, most notably a slavery
system based on African labor, develop in British North America?
What was their effect on emerging cultural and regional
differences?
Why did various colonists go to the New World? How did the
increasing integration of the Atlantic world affect the movement
of peoples between its different regions?
In what ways did the British government seek to exert control
over its American colonies in the 17th and 18th centuries?
How did the competition between European empires around the
world affect relations among the various peoples in North
America?
How and why did the English North American colonies develop
into distinct regions?
How did the expansion of cultural contact that took place with
permanent colonization alter conditions in North America and
affect intellectual and religious life, the growth of trade, and the
shape of political institutions?