Colonial America: Transition to Slavery, Self-Governance | Summaries English Literature

APUSH&PERIOD&TWO&(160731754)&KEY&CONCEPTS&REVIEW&

Use&the&space&provided&to&write&down&specific&details&that&could&be&used&to&discuss&the&key&concepts.&

__________________________________________________________________________________________________________________________________&

Key$Concept$2.1&

Europeans$developed$a$variety$of$colonization$and$migration$patterns,$influenced$by$different$imperial$

goals,$cultures,$and$the$varied$North$American$environments$where$they$settled,$and$they$competed$

with$each$other$and$American$Indians$for$resources.&

I.##Spanish,#French,#Dutch,#and#British#colonizers#had#different#economic#and#imperial#goals#involving#land#and#labor#

that#shaped#the#social#and#political#development#of#their#colonies#as#well#as#their#relationships#with#native#

populations.&

A) Spanish&efforts&to&extract&wealth&from&

the&land&led&them&to&develop&institutions&

based&on&subjugating&native&

populations,&converting&them&to&

Christianity,&and&incorporating&them,&

along&with&enslaved&and&free&Africans,&

into&the&Spanish&colonial&society.&

*&encomienda&system&&

*&casta&system&

*&forced&assimilation&by&Catholic&priests&

*&Native&American&labor&replaced&by&African&slavery&

B) French&and&Dutch&colonial&efforts&

involved&relatively&few&Europeans&and&

relied&on&trade&alliances&and&

intermarriage&with&American&Indians&to&

build&economic&and&diplomatic&

relationships&and&acquire&furs&and&other&

products&for&export&to&Europe.&

*&Both&Dutch&and&French&traded&European&goods&for&furs&

*&French&sent&in&Jesuit&missionaries&to&convert&Indians&and&create&

working&relationships;&Jesuits&learned&languages&and&culture&

*&French&fur&traders&intermarried&with&Indians&to&form&alliances&&

*&Dutch&allied&with&Iroquois,&whom&the&French&opposed&

*&Dutch&took&land&and&wampum&trading&network&from&the&

Algonquians,&who&then&struck&back&and&almost&wiped&out&Dutch,&

who&then&allied&with&Mohawks&to&retaliate&

C) English&colonization&efforts&attracted&a&

comparatively&large&number&of&male&and&

female&British&migrants,&all&of&whom&

sought&social&mobility,&economic&

prosperity,&religious&freedom,&and&

improved&living&conditions.&&These&

colonists&focused&on&agriculture&and&

settled&on&land&taken&from&Native&

Americans,&from&whom&they&lived&

separately.&

*&English&focused&on&settler&colonies&predominantly&

*&Pilgrims&and&Puritans&came&to&establish&their&own&churches,&as&

well&as&acquiring&substantial&amounts&of&land&for&farming&

(Pilgrims,&separatists,&William&Bradford,&Thanksgiving);&

(Puritans,&John&Winthrop,&City&Upon&a&Hill/errand&into&the&

wilderness,&predestination,&conversion&experience,&Roger&

Williams,&Anne&Hutchinson,&English&Civil&War,&Halfway&Covenant,&

Salem&witch&trials)&

*&Jamestown&attracted&settlers&through&the&profits&from&tobacco,&

self3government&with&the&House&of&Burgesses,&and&the&headright&

system,&which&offered&the&chance&to&grow&wealthy&

*&Pennsylvania&offered&land&and&religious&toleration&

*&Maryland&was&a&Catholic&refuge,&although&Protestants&

outnumbered&Catholics&and&rejected&Act&of&Toleration&

*&Rhode&Island&offered&religious&toleration&

II.##In#the#17th#century,#early#British#colonies#developed#along#the#Atlantic#coast,#with#regional#differences#that#

reflected#various#environmental,#economic,#cultural,#and#demographic#factors.&

A) The&Chesapeake&and&North&Carolina&

colonies&grew&prosperous&exporting&

tobacco&–&a&labor3intensive&product&

initially&cultivated&by&white,&mostly&male&

indentured&servants&and&later&by&

enslaved&Africans.&

*&tobacco&developed&by&John&Rolfe&

*&headright&system&brought&in&thousands&of&indentured&servants&

*&only&half&of&indentured&servants&survived&“seasoning”&

*&overproduction&of&tobacco,&enforcement&of&Navigation&Acts,&and&

decreasing&attractiveness&of&available&land&and&profits&dried&up&

pool&of&indentured&servants&

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APUSH PERIOD TWO (1607-‐1754) KEY CONCEPTS REVIEW

Use the space provided to write down specific details that could be used to discuss the key concepts.

Key Concept 2. Europeans developed a variety of colonization and migration patterns, influenced by different imperial goals, cultures, and the varied North American environments where they settled, and they competed with each other and American Indians for resources. I. Spanish, French, Dutch, and British colonizers had different economic and imperial goals involving land and labor that shaped the social and political development of their colonies as well as their relationships with native populations. A) Spanish efforts to extract wealth from the land led them to develop institutions based on subjugating native populations, converting them to Christianity, and incorporating them, along with enslaved and free Africans, into the Spanish colonial society.

encomienda system
casta system
forced assimilation by Catholic priests
Native American labor replaced by African slavery B) French and Dutch colonial efforts involved relatively few Europeans and relied on trade alliances and intermarriage with American Indians to build economic and diplomatic relationships and acquire furs and other products for export to Europe.
Both Dutch and French traded European goods for furs
French sent in Jesuit missionaries to convert Indians and create working relationships; Jesuits learned languages and culture
French fur traders intermarried with Indians to form alliances
Dutch allied with Iroquois, whom the French opposed
Dutch took land and wampum trading network from the Algonquians, who then struck back and almost wiped out Dutch, who then allied with Mohawks to retaliate C) English colonization efforts attracted a comparatively large number of male and female British migrants, all of whom sought social mobility, economic prosperity, religious freedom, and improved living conditions. These colonists focused on agriculture and settled on land taken from Native Americans, from whom they lived separately.
English focused on settler colonies predominantly
Pilgrims and Puritans came to establish their own churches, as well as acquiring substantial amounts of land for farming (Pilgrims, separatists, William Bradford, Thanksgiving); (Puritans, John Winthrop, City Upon a Hill/errand into the wilderness, predestination, conversion experience, Roger Williams, Anne Hutchinson, English Civil War, Halfway Covenant, Salem witch trials)
Jamestown attracted settlers through the profits from tobacco, self-‐government with the House of Burgesses, and the headright system, which offered the chance to grow wealthy
Pennsylvania offered land and religious toleration
Maryland was a Catholic refuge, although Protestants outnumbered Catholics and rejected Act of Toleration
Rhode Island offered religious toleration II. In the 17th^ century, early British colonies developed along the Atlantic coast, with regional differences that reflected various environmental, economic, cultural, and demographic factors. A) The Chesapeake and North Carolina colonies grew prosperous exporting tobacco – a labor-‐intensive product initially cultivated by white, mostly male indentured servants and later by enslaved Africans.
tobacco developed by John Rolfe
headright system brought in thousands of indentured servants
only half of indentured servants survived “seasoning”
overproduction of tobacco, enforcement of Navigation Acts, and decreasing attractiveness of available land and profits dried up pool of indentured servants

A) Cont. * Chesapeake slowly began passing laws creating race-‐based slavery

Bacon’s Rebellion was the trigger event shifting the Chesapeake from white indentured servants to African slaves
tobacco required large amounts of land to be profitable; only the ruling class of planters were able to squeeze out a profit
tobacco produced colonies with few towns B) The New England colonies, initially settled by Puritans, developed around small towns with family farms and achieved a thriving mixed economy of agriculture and commerce.
Puritans’ “errand into the wilderness” to create a “City upon a Hill” demanded that all male settlers be treated roughly equally, so land was evenly distributed
Puritans migrated as church communities, and laws required them to live closely together, near churches and schools, with a communal need to enforce laws based on Bible and a national covenant that discouraged tolerance and diversity
Puritans required conversion experience for membership, which then allowed males to vote in Massachusetts
New England grew corn and beans, and fished, which they then sold to the South and Caribbean colonies; NE bought molasses and made rum; trade built them into shipping power C) The middle colonies supported a flourishing export economy based on cereal crops and attracted a broad range of European migrants, leading to societies with greater cultural, ethnic, and religious diversity and tolerance.
New York began as New Amsterdam, welcoming a variety of ethnic groups, including the first Jewish community in America
Pennsylvania was Quaker, whose pacifism and belief in an Inner Light meant welcoming all, and treating Indians relatively fairly
Scots-‐Irish and Germans came to Pennsylvania in large numbers
Middle colonies heavily focused on wheat
Middle colonies remained diverse and tolerant throughout their existence D) The colonies of the southernmost Atlantic coast and the British West Indies used long growing seasons to develop plantation economies based on exporting staple crops. They depended on the labor of enslaved Africans, who often constituted the majority of the population in these areas and developed their own forms of cultural and religious autonomy.
South Carolina and Georgia based on rice and indigo, and later cotton
Caribbean colonies grew sugar, the most profitable of all crops
All of these colonies used Portuguese-‐based slavery, which was more cruel and destructive of human dignity, because the profits from sugar were so high, and the supply of slaves so close and so cheap, that they worked their slaves to death and bought more
African slaves merged African belief systems and Christianity, producing voodoo and Santeria E) Distance and Britain’s initially lax attention led to the colonies creating self-‐governing institutions that were unusually democratic for the era. The New England colonies based power in participatory town meetings, which in turn elected members to their colonial legislatures; in the Southern colonies, elite planters exercised local authority and also dominated the elected assemblies.
House of Burgesses the first self-‐government; most other colonies followed their example
Royal governors or proprietors had to work with these representative assemblies if they wanted to get anything done
Massachusetts based franchise on church membership, while others based it largely on property ownership
New England town meetings allowed most adult white males to participate in making laws for their local communities
Planter class in the South either required substantial property to vote or hold office, or they partied with their voters to get their votes
Domestic politics and/or salutary neglect allowed American colonies to control the legislative process, especially taxation;

C) cont. * King William’s War / Queen Anne’s War / King George’s War all had Native American groups on both the French and British side

George Washington’s 1754 expedition into the Ohio Valley saw Native Americans on both sides playing their own political games
Resulting French and Indian War saw Native Americans forced to take sides as British drove French out of North America
Spanish war on Aztecs involved conquered tribes allying with Spanish, then becoming conquered themselves [Period 1] D) The goals and interests of European leaders and colonists at times diverged, leading to a growing mistrust on both sides of the Atlantic. Colonists, especially in British North America, expressed dissatisfaction over issues including territorial settlements, frontier defense, self-‐rule, and trade.
King James I took over Virginia as a royal colony, and ordered House of Burgesses abolished; royal governor discovered he couldn’t rule without it
Lord Baltimore and Catholic minority often at odds with Protestant majority in Maryland, as can be seen in passage – and dismissal – of Toleration Act designed to protect Catholic minority
New England unhappy with Oliver Cromwell for ignoring their “City upon a Hill” / Navigation Acts widely defied with smuggling and bribery over the next century
Louis XIV refused to allow French Huguenots to emigrate, fearing they would rebel, so New France choked off from French settlers (French peasants also refused to emigrate, as they had more rights than English peasants displaced by enclosure)
Spanish never allowed their colonies any degree of self-‐rule, nor did they allow any Spanish creoles born in New Spain any kind of significant power
British colonies often at odds with each other over western lands, which the British kings had granted with conflicting claims
New England furious with Restoration of King Charles II
Bacon’s Rebellion put colonists under Nathaniel Bacon at war with royal governor William Berkeley
King James II took away self-‐government in New England, putting all of New England, New York, and New Jersey into Dominion of New England
Glorious Revolution met with acclaim in America, even though William and Mary altered colonial charters and created others *W.A.G. the French and Indians! Colonies annoyed by treaties [this is a mnemonic device to keep the colonial wars in order: William, Anne, George, French and Indian] E) British conflicts with American Indians over land, resources, and political boundaries led to military confrontations, such as Metacom’s War (King Philip’s War) in New England.
1622 Virginia massacre by Opechancanough
Miles Standish’s pre-‐emptive strike
Pequot War in Connecticut
King Philip’s War / Metacom
Bacon’s Rebellion (involved right to slaughter Native Americans)
W.A.G. the French and Indians – four wars, all involved conflicts with Indians, as well as the French
Paxton Boys

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

Our Lady of Guadalupe
Day of the Dead
The Day of the Holy Cross (May 3rd) [major Mexican holy day]
Maximón also called San Simón, is a folk saint venerated in various forms by Maya people of several towns in the highlands of Western Guatemala. The veneration of Maximón is not approved by the Roman Catholic Church. [source:Wikipedia]
Pueblo Revolt / Popé’s Rebellion – Native Americans allowed to maintain their own territory and cut down on forced assimilation Key Concept 2. The British colonies participated in political, social, cultural, and economic exchanges with Great Britain that encouraged both stronger bonds with Britain and resistance to Britain’s control. I. Transatlantic commercial, religious, philosophical, and political exchanges led residents of the British colonies to evolve in their political and cultural attitudes as they became increasingly tied to Britain and one another. A) The presence of different European religious and ethnic groups contributed to a significant degree of pluralism and intellectual exchange, which were later enhanced by the First Great Awakening and the spread of European Enlightenment ideas.
Puritan hostility towards Quakers and Catholics
Roger Williams / banished by Puritans / creation of Rhode Island
Anne Hutchinson’s heresy trial / rejection of patriarchy / antinomianism / fled to Rhode Island
New York – Dutch heritage and multi-‐ethnic community
Quakers in Pennsylvania – religious and ethnic tolerance due to belief in pacifism and Inner Light – Germans and Scots-‐Irish came in large numbers and maintained cultural identities
Church of England largely in hands of local authority, particularly in Chesapeake, which undercut conformity
Great Awakening inspired by German pietism; Jonathan Edwards combined Locke’s theory of the senses with his own revival of Puritan conversion experience; British George Whitefield then took Edwards’ hellfire and brimstone style and sparked Great Awakening across the thirteen colonies, which sparked many conflicts between Old Lights and New Lights, who then set up their own churches and colleges (Baptists and Methodists especially, and most of the Ivy League schools were founded as a result)
Books brought European Enlightenment to America, where an entire generation of educated Americans adopted them – Franklin and all his inventions, his proof that lightning was electricity, his publication of Poor Richard’s Almanack, his anonymous writings under assumed names, lending libraries, fire companies, hospitals; Jefferson and all his talents
Deism – God as the great watchmaker B) The British colonies experienced a gradual Anglicization over time, developing autonomous political communities based on English models with influence from intercolonial commercial ties, the emergence of a trans-‐Atlantic print culture, and the spread of Protestant evangelicalism.
most colonies eventually became royal colonies, with the Church of England becoming standard, along with representative assemblies and royal governors
All colonies spoke English as main language
Upper classes – northern merchants and southern planters – all modeled their lives on upper class British, from houses to clothing to carriages to education of sons to reading to music
currency largely dependent on British bills of credit
every colony tied into the British trading networks

D) cont. colonists’ belief that the British didn’t understand them (especially the French and Indian War, which shocked many Americans serving with British regulars – British brutal, authoritarian, and highly disdainful of Americans

Real Whigs [conspiracy drives American Revolution]
Salutary neglect encouraged Americans to develop their own way of doing things
defying Navigation Acts through bribery and smuggling became a way of life for many II. Like other European empires in the Americas that participated in the Atlantic slave trade, the English colonies developed a system of slavery that reflected the specific economic, demographic, and geographic characteristics for those colonies. A) All the British colonies participated to varying degrees in the Atlantic slave trade due to the abundance of land and a growing European demand for colonial goods, as well as a shortage of indentured servants. Small New England farms used relatively few enslaved laborers, all port cities held significant minorities of enslaved people, and the emerging plantation systems of the Chesapeake and the southernmost Atlantic coast had large numbers of enslaved workers, while the great majority of enslaved Africans were sent to the West Indies.
slavery existed in every colony, although far fewer in the northern colonies, where there wasn’t an economic need
Seaport colonies all participated in slave trade, by providing food, buying molasses / making and selling rum, and/or by transporting slaves from Africa
Sugar colonies drew the vast majority of slaves, but Chesapeake, South Carolina, and Georgia all bought slaves B) As chattel slavery became the dominant labor system in many southern colonies, new laws created a strict racial system that prohibited interracial relationships and defined the descendants of African American mothers as black and enslaved in perpetuity.
1662 Virginia law made slave status dependent on who mother was
1669 Virginia law made murder of a slave by owner not punishable by law
1675-‐76 Bacon’s Rebellion made African slavery the preferred labor force
1692 interracial sex made illegal (widely ignored by white males, but a major infraction for black males)
1705: Virginia made all Africans, by definition, slaves
other laws passed: Africans couldn’t own guns, join militia, own white indentured servants, or be freed by religious conversion C) Africans developed both overt and covert means to resist the dehumanizing aspects of slavery and maintain their family and gender systems, culture, and religion.
1739 Stono Rebellion the major slave rebellion prior to the Revolutionary War
cooperation the most common response, as it was the easiest, and carried rewards
passive resistance common as well, working slowly, or poorly, or “accidentally” breaking things
theft or sabotage
violence and murder
running away, intermarry with Native Americans, or flee to towns and hiding as a free man
Chesapeake slaves often managed to marry and form families, and passed on family names, traditions, and knowledge

C) cont. * African ritual scarring persisted as “country markings”

African hairstyles, motifs in carving and pottery, wooden mortars and pestles, house designs, musical instruments, music, Muslim and animist beliefs all passed down
Congo dances
rejection of marriage between cousins / incest taboo
jumping over the broomstick
older slaves called aunts and uncles / fictive kinship
slaves negotiated labor requirements through the task system in South Carolina rice plantations

Colonial America: Transition to Slavery, Self-Governance, Summaries of English Literature

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APUSH PERIOD TWO (1607-‐1754) KEY CONCEPTS REVIEW

Colonial America: Transition to Slavery, Self-Governance, Summaries of English Literature

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APUSH PERIOD TWO (1607-­‐1754) KEY CONCEPTS REVIEW

APUSH PERIOD TWO (1607-‐1754) KEY CONCEPTS REVIEW