The Colonial Era
An APUSH Thematic Lecture
Historical Period 2 1607 - 1754
Mr. Tinker
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.
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The Spanish:
Social 90% of N. Indians killed by disease
Catholics believed in converting natives - natives embedded Christianity to preexisting religious
structures
Intermarriages were common - hierarchical social structure
Heavy integration of cultures
Economic • Encomienda (native slavery) to repartimiento (paid wage)
• Heavy on extraction of natural resources
• Control Mexico to S. America except Brazil
French Social
• Married natives for trading purposes
• French adjust to native ways - Native Indians maintained control over areas
Economic - Saw native population as business partners
• Trading of furs
• Limited trading post in Canada and Great lakes region.
Dutch Social • 1664 New Amsterdam(NYC) surrendered to English
Economic - Dutch East India Company - Settled in NYC area
• Beaver furs and commercial town
English Social • Sent many more settlers than other powers - England was overpopulated
• Settlements were Joint Stock Companies or proprietors
• Move native populations off land - warfare
Economic • Originally looked for gold - Tobacco becomes cash crop
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New England - Fish, timber
1. Based on the event illustrated in the picture, the Dutch were most similar to which other
European colonizer?
A. The English as they settle in Jamestown
B. The Spanish in the Incan Empire
C. The French in Canada
D. The Spanish in the Caribbean
2. Which of the following best describes the influence and the origins of development of Dutch
North American societies during the colonial period?
A. The Dutch were looking to establish permanent colonies in which to build a
world empire
B. The Dutch established colonies mainly for economic trade and the production
of food for the mother country
C. The overpopulation of the Netherlands motivated the Dutch government
to seek more territory
D. The Dutch wanted to challenge the Spanish for naval supremacy
3. The first important cash crop in the American colonies was
A. Cotton
B. Corn
C. Tea
D. Tobacco
E. Pineapples
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. (WOR-1) (WXT-4) (ID-4) (POL-1) (CUL-1)
Indentured Servants were temporary - created second class citizen upon freedom
More English emigrated to the West Indies adding to a labor shortage in N. America
Slavery exist in all of the colonies - Needed more in the south with labor intensive agriculture
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Chesapeake Slavery - Slaves first arrived in 1619 with the idea it’s term ended
Always had strict laws on Africans - no militia service, interracial sexual relations
1640 John Casor, indentured servant, declared slave for life
1662 Slave woman's’ children are also slaves - Passed from mother not father
After 1660 slavery was a permanent institution. White - black become clear
and “black” becomes synonymous for “slave”
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Stono Rebellion - S. Carolina 1739 - 20 slaves with weapons kill 20 slave
owners and plunder dozens of plantations on way to Florida - Beheaded
put on mile markers
Slave Resistant - Rebellion (always disastrous), break tools, work slowly
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British and Native Americans
Early reactions to Indians was one of peace - survival
As settlement grew to colonies, the colonies wanted land
King Philip’s War 1675
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. (WXT-2) (WXT-4) (ENV-2) (ID-5) (PEO-5) (CUL-4)
Puritan Origins Martin Luther and John Calvin broke with the Catholic Church initiating the Protestant Reform
Henry VIII - Created Church of England, wanted church land, political power, divorce
Puritan (Calvinist) - purify Catholic practices out of the Church of England
Believed salvation was in divine plan (predestined) - emphasis on Original Sin
Lives of piety, framed by prayer, righteous living and hard work (idle hands)
Believed in strong community - led by religious leaders and members
Massachusetts Bay Colony
1929 - King Charles I grants charter
The “Great Migration”
Farmers, carpenters, textile works not aristocratic settlers of Jamestown
Wanted to labor and build communities not quick riches (Jamestown)
Key Concept 2.2: European colonization efforts in North America stimulated intercultural contact and intensified conflict between
the various groups of colonizers and native peoples.
I. Competition over resources between European rivals led to conflict within and between North American colonial possessions
and American Indians. (WXT-1) (PEO-1) (WOR-1) (POL-1) (ENV-1)
Old Europe creates conflict in the New World
The Beaver Wars
French and Dutch trading post trade in firearms - arming the Native Americans (NA)
Dutch supply Iroquois Confederacy (Albany) - French Huron (Great Lakes)
Iroquois hope to expand trade - war 1640 - 1701
English adopt Dutch position after Dutch are pushed out of NY
Chickasaw Wars
Chickasaw with British and Choctaw and Illini with French
French wanted Mississippi and Chickasaw to stop trading with British
Regional Economies
Geography and climate play key role in development of colonial economies
Virginians focus on tobacco - ¾ of exports by 1750
Lower South specialize in indigo and rice - ⅔ of exports by 1750
American Interior is fur trade by French, Dutch and England
NY and Pennsylvania wheat production
New England - ⅓ fish, ⅓ lumber exports
Policy that affects trade, economies, and independence
Mercantilism - Ideas that there is a limit to all goods and it is each country’s interest to hold as much
as it as possible
• Emphasis on trade (import and export) and colonialism
• Use colonies for resources but manufacture in home country
Navigation Acts
• “Enumerated goods” goods from the colonies that could only be shipped to England
• Colonies could not always get the highest price - profitable crops shipped only
England (rice, tobacco, sugar, and indigo)
• Wool Act 1699, Hat Act 1732, Iron Act 1750 - colonies limited on manufacturing
“Salutary Neglect” - Navigation Acts existed on paper not reality
• Lax enforcement, smuggling of banned goods
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II. Clashes between European and American Indian social and economic values caused changes in both cultures. (ID-4) (WXT-1)
(PEO-4) (PEO-5) (POL-1) (CUL-1)
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Disease is the most transforming event to NA culture - In S. America if could have killed 90% for
Huron in Great Lakes it was ⅔ in decades
By the time settles “discovered” NA diseases have already decimating social structure, power,
culture, economics of NA for years - Europeans saw weakened versions of these societies
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Pueblo Revolt
Encomienda system (slavery) put Pueblos in mines and fields
Pope’s Rebellion - revolt in Santa Fe killed 300 sending Spanish south
Spanish later defended rights of Pueblos and granted land
Not Englands approach
Praying Indians - NA that converted to Christianity because of Puritans
“Praying towns” for NA - seen and 2nd class citizens, abandon spiritual traditions, adopt
European clothing
French Jesuit missionaries in Canada let NA keep traditions while incorporating
Christianity
Refer to the following Quote
“...if enslaving our fellow creatures be a practice agreeable to Christianity, it is answered in a
great measure in many treatises at home, to which I refer you…
…. we are all apt to shift off the blame from ourselves and lay it upon others, how justly in our
case you may judge. The Negroes are enslaved by the Negroes themselves before they are
purchased by the masters of the ships who bring them here. It is, to be sure, at our choice
whether we buy them or not, so this then is our crime, folly, or whatever you will please to call it”
- Peter Fontaine, “ A Defense of Slavery in Virginia
4. Based upon the excerpt, what was the justification for slavery in British North America?
A. Slavery was based upon principles of Christianity
B. Those to be sold into slavery are held as slaves in Africa first; therefore, slavery is a business
transaction
C. Slavery was part of the “natural order” of the human races
D. According to English law, “inferior people” were destined to serve as slaves
5. Which of the following explains how slavery evolved in 17th - century British
North America?
A. Slaves were brought with the first settlers to Jamestown
B. Slavery was developed after the deaths of thousands of enslaved Native
Americans because of exposure to European diseases
C. The Anglican Church encouraged the transport of slaves to the colonies
in North America as a source of cheap labor
D. The influx of indentured servants had decreased, and cheap labor was
needed for the developing plantation system
6. Which of the following individuals would reject the argument of Peter Fontaine?
A. A former indentured servant in Virginia
B. A plantation owner in Carolina
C. A Quaker in Pennsylvania
D. An Anglican in Massachusetts
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. (WXT-1) (WXT-4) (WOR-1) (WOR2) (CUL-4)
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The Atlantic World
Religious Toleration Enlightenment Ideas start to shift religion and government
Edict of Nantes 1598 - Calvinist Protestants (Huguenots) can practice in Catholic France
“A Letter Concerning Toleration” 1689 - John Locke - Promotes all Christians
“Treatise on Toleration” 1763 - Voltaire - All faiths should practice freely
Maryland 1649 - Act of Religious Toleration guarantees rights of all Christians
Flushing Remonstrance 1657 Dutch New Amsterdam lift ban on Quakers
Beginnings of 1st Amendment - Establishment Clause and Free
Exercise Clause
Political Thought and Independence
Enlightenment Thinkers
Thomas Hobbes - Social Contract Theory - human nature brutish, nasty, need strong gov.
John Locke - Social Contract theory but optimistic promotes Natural Rights and self government
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Virginia: House of Burgesses - 1619 representative assembly - free adult men
Charter to Royal Colony - James I revokes charter now under king control
High mortality rate, NA violence, mismanagement
1686 All northern colonies charter revoked by Charles II and put under king’s
of New England - Sir Edmund Andros
Glorious Revolution - Charles II dies then son James II Catholic and
would be new son - 1688 James II deposed and James II daughter Mary
and husband William invited by Parliament to be monarch - ends absolute
monarchy
Dominion
so
Questions 6-7 refer to the following quotation:
“The law of love, peace and liberty in the states extending to Jews, Turks and Egyptians, as they are
considered sonnes of Adam, which is the glory of the outward state of Holland, soe love, peace and
liberty, extending to all in Christ Jesus, condemns hatred, war and dondage. And because our Saviour
sayeth it is impossible but that offences will come, but woe unto him by whom they cometh, our desire
is not to offend one of his little ones, in whatsoever form, name or title hee appears in, whether
Presbyterian, Independent, Baptist or Quaker, but shall be glad to see anything of God in any of them,
desiring to doe unto all men as we desire all men should doe unto us, which is the true law both of
Church and State; for our Savior sayeth this is the law and the prophets.
“Therefore if any of these said persons come in love unto us, we cannot in conscience lay violent
hands upon them, but give them free egresse and regresse unto our Town, and houses, as God shall
persuade our consciences, for we are bounde by the law of God and man to doe good unto all men
and evil to noe man. And this is according to the patent and charter of our Towne, given unto us in the
name of the States General, which we are not willing ot infringe, and violate, but shall houlde to our
patent and shall remaine, your humble subjects, the inhabitants of Vlishing (Flushing, part of the
colony of New Netherlands).”
- The Flushing Remonstrance, 1657
6. Which of the following most accurately describes the context in which the document, above, was
written?
A. The Dutch West India Company had sought to establish a model community in the New World,
based on Enlightenment principles; the document grew out of this mandate.
B. The policies of the Dutch West Indian company had discouraged non-Dutch immigrants from
settling in New Netherlands; the document was an attempt to diversify the colony.
C. Religious toleration had become the norm in the neighboring New England colonies in the
seventeenth century; the document was an attempt to bring New Amsterdam to the same levels
of toleration.
D. The director-general of the colony of New Netherlands, Peter Stuyvesant, was attempthing to
enforce conformity in New Netherlands, despite the multi-ethnic makeup of the colony; the
document was an attempt to accommodate the diverse population.
7. Which of the following was most significant in enshrining into the United States legal structure the
ideas contained in the Flushing Remonstrance?
A. The preamble of the Declaration of Independence
B. The enumeration of congressional powers in the Constitution
C. The “free exercise clause” of the First Amendment
D. The “establishment clause” of the First Amendment
The Great Awakening
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1730 - Religious Revival Movement
Jonathan Edwards and George Whitefield
Tents on the outskirts of town
More emotional than Puritans - religious revival after Puritan loss of power under Dominion of
New England
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Message: Anyone can be saved and that their daily choices affect their afterlife
Opposite of Puritan original sin and predestination
More egalitarian (all people are equal and and democratic
Questions 1-2 refer to the following passage:
“There is little doubt that Puritanism was closer to medieval theory than the material goals and values of a growing middle
class that was becoming prominent in England and western Europe after the fifteenth century. While the Puritan never
thought of his religion in economic terms, he did emphasize the fact that man could serve God not by withdrawing from the
world, but rather by following an occupation or calling that served the world.
“In spite of the proximity of certain Puritan values to the rising capitalistic ethic, Puritanism was more medieval than modern
in its economic theory and practice. The idea of unrestrained economic individualism would have seemed a dangerous
notion to any self-respecting Puritan. The statute books and court records of seventeenth-century Massachusetts abound in
examples of price and wage controls instituted by the government of the colony. The puritans, furthermore, always looked
upon wealth as a gift from God given in the form of a trust; and they emphasized not only the benefits that accrued from work
and wealth, but also their duties and responsibilities. In 1639, for example, one of the richest merchants in the colony was
fined by the General Court (the highest legislative body) for
excessive profiteering, despite the fact that there was no statute against the practice. The Puritans
cold never separate religion and business, and they often reiterated the medieval conception of the
‘just price’.
“In the long run, however, the Puritan ethic, when divorced from its religious background, did serve
to quicken and stimulate the spirit of capitalism. The limitations placed by the Puritans on the
individual and the freedom of movement within society were subordinated as the time went on
in favor of the enterprising and driving individual who possessed the ability and ambition to
rise through his own exertions”.
-Gerald N. Grob and Robert N. Beck, American Ideas, 1963, p63
8. In the second paragraph, the authors discuss the 1639 legal proceedings against “one of the richest merchants in the colony,” in order
to show that
A. impoverished New Englanders used the legal system to vent class frustrations against the wealthy
B. political corruption was common in Puritan New England
C. Puritan magistrates were evenhanded in that they prosecuted anyone - rich or poor - who expressed heretical religious views
D the puritans attempted to enforce economic values that emphasized communal notions of fairness over
free-market individualism
9. Which of the following reflects the main point that Gerald N. Grob and Robert N. Beck are making in the passage above?
A. Puritan restraints on economic activity prevented the economy of New England from growing, leading it to fall
behind the South and the middle colonies during the colonial period.
B. The economy of Puritan New England came to resemble the feudal economy of medieval Europe, dominated by
large estates passed on from father to son over several generations
C. The economy of New England only began to thrive when non-Puritan immigrants began to move into
New England after the 1640s.
D. As the seventeenth century progressed, the decline of Puritan orthodoxy, combined with Puritan patterns of
work, allowed for the emergence of a market-oriented economy