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.
REVIEW OF PERIOD 1 GROUP QUIZZES
 Multiple choice questions

Always answer every multiple choice question (no penalty for it!)

Use process of elimination (eliminate no answer choices = 25% chance of correct answer, eliminate one answer choice =
33% chance of correct, etc.)

Stimulus-based questions always refer back to the “source”—can be greatly benefited by knowledge on subject matter
REVIEW OF PERIOD 1 GROUP QUIZZES
Political
Economic

Always write in full sentences (outlines will not even be given consideration

Be concise and to the point but not overly generalized (i.e. technology, disease, etc.)

Include two to three major points that are supportive of your “answer”

Think about P.E.R.S.I.A
P.E.R.S.I.A.
 Short-answer questions
Religious
Social
Intellectual
Artistic
ANSWERS WOULD IDEALLY INCLUDE…
18. What factors made Native American peoples vulnerable to conquest by European adventurers in the sixteenth
century?

Lack of Political Unity

Technology

Lack of Immunity to European Diseases
19. What factors led to the development of the transatlantic trade in African slaves in the 1600s?

European Factors

African Factors
REVIEW OF PERIOD 1 GROUP QUIZZES
 Long-Essay Questions

Quick outline! = purposefulness and organization

Thesis statement included that answers all parts of the question

Specific evidence used clearly and consistently and states how the evidence supports the thesis or argument

Clear linkages established between the evidence and the thesis or argument
ANSWERS WOULD IDEALLY INCLUDE…
A. By the early 1500s, Europe had become a major international influence, and its incursions into Africa and the Americas
had set world history on a new course. How did Europe’s activity in Africa and North America in the sixteenth century
affect each of the three continents? Who were the beneficiaries and who were the victims of Europe’s activities?
Answer would ideally include:
 Europe: Europe’s involvements in Africa and North America benefited Europe greatly. In Africa, it gained access to new
commodities and markets that brought not only greater commercial development and cultural flowering, but great
wealth and power for some. Europeans did not make inroads into Africa, but they carried out gold, slaves, and various
profitable products. In the Americas, they eventually gained the riches of the Aztec and Inca empires, massive quantities
of land that would soon produce profitable staple crops, and a new market for slaves. European incursions into Africa
and the Americas helped to transform Europe from a political and cultural backwater to a dominant world power.
 Africa: Europe’s advancement into Africa in the fifteenth and sixteenth centuries probably altered Europe more than it
did Africa in that period. Africans welcomed European traders because they brought a variety of goods that had not
been available previously. To obtain such goods, African slave traders participated willingly and enthusiastically in human
trafficking with Europeans. Africa helped to build Europe’s wealth and power. African slaves who were forcibly removed
to European colonies were victimized by the process.
 North America: Europe’s incursions into North America benefited Europe and caused a great deal of harm to the region’s
native people and empires. Europe gained tremendously, while native people suffered terribly from death, disease,
religious conversion efforts, enslavement, and property loss. Aztec, Inca, and North American societies that had existed
before Europeans’ arrival would never be the same.
ANSWERS WOULD IDEALLY INCLUDE…
B. What were the major social and environmental developments that made America a new world for both Europeans and Indians?
Answer would ideally include:

Disease: Outbreaks of European diseases, such as smallpox, measles, and influenza, diminished the Indian population and the ability of
Indians to resist territorial takeover. At the same time, Europeans in the Chesapeake regions were exposed to mosquito-borne illnesses
that were new for them and killed large numbers of settlers.

Christianity: The influence of Christian churches made the Americas different for Native Americans. Europeans’ efforts to convert Indians
to Catholicism in New France and New Spain provided important justifications for their exploitation.Yet Indians also transformed
Christianity by infusing it with some of their own beliefs and traditions. Uniquely American forms of Christianity were different for both
Native Americans and Europeans.

Environment: Europeans confronted an environment that was totally new for them. Many of its plants and animals and all people were
different from those of Europe. They adapted to new forms of food, such as maize, squash, and potatoes. For those Europeans who
settled in tropical and subtropical regions, the climate was entirely new and they adapted plantation agriculture to create their economic
foundation. Indians also experienced new European dietary customs. The European fur trade decreased the populations of many furbearing animals in North America. Simultaneously, Europeans introduced new species, such as horses, to the Americas and altered
elements of Native Americans’ lives.

Technology: Europeans brought new inventions, including metal tools and pots, the wheel, and guns and gunpowder, to the Americas. The
fur trade brought some of these new goods to Indian communities, fostering their dependence on European technology.

Slavery: The institution of slavery was new for many Europeans and Native Americans. In South America and Central America, the old
tribute system was adapted to provide coerced labor for the Spanish. In the Chesapeake, black slavery was introduced to the English,
who had not made use of it in England. Its introduction in North America created a new form of society for Native Americans, English
settlers, and African slaves.
ONLINE SUPPORT: LEARNING CURVE
 Students were asked, what they like about Learning Curve…
 Here are some of their answers!
INTRODUCTION TO THE SALEM WITCH TRIALS
 In the warm summer months of 1692, twenty women and men were put to death in
Salem, Massachusetts, for practicing witchcraft. Why this happened has been the
subject of historical debate for many years. Witchcraft hangings of this scale had
never happened before in America and have never happened since.
WHAT CAUSED THE SALEM WITCH TRIALS OF 1692?
This document based exercise asks you for your educated opinion as to why they occurred
1. Read through the background essay
2. Read and analyze Documents 1 – 9
3. Complete the “Scaffolding Questions Unit I”
4. Using the “Chickenfoot” method, create a thesis statement
5. Complete the DBQ Outline Essay Guide
**For extra credit, you may write up the essay
WARM-UP—PLEASE TURN IN YOUR DBQ ESSAY OUTLINE GUIDE
1. On the “surface”, what do you see
in painting?
2. What does the painting imply
about the American colonial
system?
3. Whose point of view is
represented in the painting?
P.E.R.S.I.A. NOTES ON “THE NEW WORLD”
P.E.R.S.I.A.
Political
Economic
Religious
Social
Intellectual
Artistic
POLITICAL CONTROL(LERS) IN THE NEW WORLD
Administration and government of
the British colonies ≈ expression of
those of the motherlands
COLONIAL GOVERNMENT: GOVERNORS
MA, NH, NY, NJ,
VA, NC, SC, GA
Governor appointed
by the British King
MD, PA, DE
Proprietary
colonies—
governor appointed
by the proprietor
CT, RI
Corporate
colonies—
governors were
elected
POLITICAL CONTROL(LERS) IN THE NEW WORLD:
ENGLISH
 Represents an extension of the
English Parliament
 Based on common law
POLITICAL CONTROL(LERS) IN THE NEW WORLD:
ENGLISH
 English colonies had the power of
self-government
 Representative assemblies voted
in by popular support
COLONIAL GOVERNMENT: COLONIAL ASSEMBLIES
 Upper houses (or
councils)
 Appointed by the governor
 Lower Houses
 Elected by population
At least 50 % of American white
adult males could vote (compared
with only 15 % in Britain)
COLONIAL GOVERNMENT: BRITISH RULE
 Charters were the umbilical cords attaching the colonies to
Britain—the “mother country”
 Tied the colonies to the Crown rather than to Parliament
ROLE OF RELIGION IN THE NEW WORLD
 Americas were colonized by Europeans
who wanted to extend the influence of
Christianity
 Spanish America dominated by the Roman
Catholic Church
 British colonies were mostly Protestant
ROLE OF RELIGION IN THE NEW WORLD:
ENGLISH
 Plurality of faith was the norm
 What people believed depended on
where they lived
COLONIAL SOCIETY
 Elites—great landowners and wealthy landowners
 Professionals—ministers, lawyers, doctors, schoolmasters, etc.
 Property holders
 Laborers—apprentices, sailors, servants, etc.
 Black slaves
COLONIAL ECONOMY
 Prescribed to
theories of
mercantilism
and economic
self-sufficiency
ECONOMIC SYSTEMS OF THE NEW WORLD
 Colonial economy directly tied to mercantilism
ECONOMIC SYSTEMS OF THE NEW WORLD:
ENGLISH
 British begin passing regulatory laws to
benefit their own economy
 Colonies not allowed to compete with
Britain in manufacturing
 Navigation Acts—protectionist laws
ECONOMIC SYSTEMS OF THE NEW WORLD:
ENGLISH
 Many colonists defied the
restrictions of the Navigation Acts
and British government was often
lax in enforcement
 Leads to salutary neglect
SOCIAL SYSTEMS OF THE NEW WORLD:
PUSH / PULL FACTORS
SOCIAL SYSTEMS OF THE NEW WORLD:
ENGLISH
 Usually came in family groups or even as whole communities
 Social structure largely based on (economic) class
POPULATION
 Between 1700 and 1763 the 13 colonies’ population increased from
250,000 to 2 million
 A high birth rate
 A low death rate
 Immigration and the slave trade
COLONIAL MELTING POT
 17th Century settlers were of English stock
 Some 400,000 people migrated to the 13 colonies between 1700 and
1763
 Less than a fifth of the 18th century migrants were English
AMERICAN CULTURE
Education
religion
 Strongly encouraged in  Majority of Americans were
the colonies
Protestants
 ¾ of white male adults
 Immigration coupled with religious
were literate
 Influenced by the
Enlightenment
toleration  multiplicity of denominations
 Great Awakening  emphasis on the
individual’s personal relationship with God
THE QUAKERS, THE DUTCH AND THE WOMEN
 If someone says it better, let them say it…
Crash Course: US History
 While watching, make comparisons with your
taken notes and jot down any new information!
4-3-2-1 READING STRATEGY
 For homework, using Chapter 2 of The People’s History of the
United States [ONLINE]…
4 – Write down four important topics touched upon in the reading
3 – Write three possible AP-type questions that could come from these topics
2 – Write two questions that you need to have clarified in class
1 – What was the MAIN IDEA that was stressed in the reading? (2 sentences minimum)
WARM-UP:
PRIMARY SOURCE ANALYSIS: THE AFRICAN SLAVE TRADE
 The Blue Laws of Connecticut (1672)
 Read (pg. 53) and answer the following questions…
1. How did the punishment fit the crime?
2. Which offenses would still be regarded as criminal punishment?
INTERCONNECTION BETWEEN OF RELIGION, GOVERNMENT AND
SOCIETY
 The Blue Laws of Connecticut (1672)
 10. If any man steals a man or mankind and sells him, or if he be found in his hand, he or she shall
be put to death (Deuteronomy 19.16, 18, 19.)…
Does this make slavery unjustifiable?
THE ATLANTIC SLAVE TRADE
 If someone says it better, let them say it… The Atlantic Slave Trade: Crash
Course World History #24
 While watching, complete the fill-in notes!
WHY: AFRICAN AMERICANS IN THE COLONIES
Need for cheap labor, especially in southern
colonies
Why not?
1. European immigrants
2. Native Americans
3. Indentured servants
INTRODUCTION OF AFRICAN AMERICANS IN THE COLONIES
First Africans arrive in Virginia, 1619
 Initially treated as indentured servants
 As numbers increase whites worry
about control (e.g., Carolina)
GROWTH OF AFRICAN SLAVE TRADE
Breakup of Royal African Company's
monopoly stimulates slave trade
 Slaves easy to obtain/prices reasonable
 Profits from slave trade high
 Slave trade fits into established trade
patterns
INSTITUTIONALIZING OF AMERICAN SLAVERY
Factors favoring
 Southern planters gain a self-renewing labor force
 In areas with large African population, control easier
 Escape difficult
 Belief: Africans are inferior to Caucasians
 Lack of opposition (Cotton Mather, "What God will
have to be the thing appointed for you.")
SLAVERY AS A POPULATION
By 1750, slavery legal in all colonies
 Slave population in all colonies
 By 1775, 80 percent of slaves in
colonies American born
 Very few free blacks until after
revolution
SLAVERY AND MORALITY
Great Awakening stimulates
Christianizing of slaves
 Harsh treatment of 17th century;
softens somewhat during the 18th
 Enlightenment causes some to
rethink the legitimacy of slavery
WHAT IS AT THE ROOT OF SLAVERY?
RACE, RELIGION, OR PROFIT?
PRIMARY SOURCE ANALYSIS: THE AFRICAN SLAVE TRADE
 The Stono River Rebellion in South Carolina (1739)
 Read (pgs. 79 - 81) and answer the following questions…
1. What did their behavior suggest about the character of colonial slavery?
2. What appear to be the greatest fears of the white slave-owning minority?
WARM-UP: USING SUPPORTING EVIDENCE
The Claim…
Sitting in the sun ruins your
skin
The temperature of the earth
is getting warmer
Cracking your knuckles causes
arthritis
Eating spinach makes you
strong
True or
False?
Why do you
think that?
Where does your
thought come from?
WHEN IS THANKSGIVING? COLONIZING AMERICA
 If someone says it better, let them say it… When is Thanksgiving?
Colonizing America: Crash Course US History #2
 While watching, complete the fill-in notes!
PATTERNS OF COLONIAL SETTLEMENT: NEW ENGLAND
Plymouth Colony, 1620
Massachusetts Bay Colony, 1630
 Separatists
 Puritans
 Mayflower Compact
 John Winthrop's "city upon a hill"
PATTERNS OF COLONIAL SETTLEMENT: NEW ENGLAND
Dissenters from Puritan theology
establish new colonies
 Roger Williams establishes colony in
Rhode Island
 Anne Hutchinson (with Williams’
support) establishes Portsmouth
community in RI
PATTERNS OF COLONIAL DEVELOPMENT: MIDDLE COLONIES
New York/New Jersey/Delaware,1664
 Taken from Dutch
 Agriculture dominant occupation
Pennsylvania, 1681
 Proprietary colony (land grant to
William Penn)
 Haven for Quakers
PATTERNS OF COLONIAL SETTLEMENT: THE CHESAPEAKE & “THE
SOUTH” REGION
Jamestown, 1607
 London Company/economic gain
 Salvation from tobacco
 Anglican Church
Maryland, 1632
 Proprietary colony (land grant to Lord
Baltimore -- expectation of profit by
proprietor)
 Haven for Roman Catholics
PATTERN OF COLONIAL DEVELOPMENT: THE CHESAPEAKE & “THE
SOUTH” REGION
Restoration colonies (Carolinas), 1665
 Proprietary colonies established by
Charles II
 Anglican Church
Georgia, 1732
 Envisioned as a haven for debtors
 System of smallholdings
COLONIAL AREA RESEARCH
 Name of colony or colony group
 Date(s) settled
1. Read primary source
and supplemental
overview
2. Identify the following
information about
their colony group
 Reason(s) settled
 Geographic features
 Climate
 Major cash crops
 Ethnic makeup of colonists
 Religious influences
 Role and views of slavery
 How the colony was governed
CLASS REVIEW
New England Colonies
Middle Colonies
Chesapeake / Southern Colonies
Name of colony or colony group
Date(s) settled
Reason(s) settled
Geographic features
Climate
Major cash crops
Ethnic makeup of colonists
Religious influences
Role and views of slavery
How the colony was governed
Name of colony or colony group
Date(s) settled
Reason(s) settled
Geographic features
Climate
Major cash crops
Ethnic makeup of colonists
Religious influences
Role and views of slavery
How the colony was governed
Name of colony or colony group
Date(s) settled
Reason(s) settled
Geographic features
Climate
Major cash crops
Ethnic makeup of colonists
Religious influences
Role and views of slavery
How the colony was governed
ANALYTICAL ESSAY
 Which colonial area was the most essential to the development
of the United States?
 Arguments should be structured with economic, political, religious, and
geographic factors in mind.
 Arguments must be backed up with convincing evidence.