www.Apushreview.com
Period 2: 1607 - 1754
Everything You Need To Know About Key
Concept 2.1 To Succeed In APUSH
The New Curriculum
 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.”
 Page 27 of the Curriculum Framework
 Big ideas:
 What were similarities in colonization among the Spanish, French, Dutch,
and English?
 What were the experiences like with Native Americans with these European
countries?
 How and why did slavery evolve in these colonies?
 How did climate and geography affect British colonies?
Key Concept 2.1
 “Seventeenth-century Spanish,
French, Dutch, and British colonizers
embraced different social and economic goals, cultural assumptions, and
folkways, resulting in varied models of colonization.” - Page 27 of the Curriculum
Framework
 Spain established strict control over colonization and
converted and exploited many natives
 A major goal of Spain was to make $
 All trade must go through a few Spanish controlled ports
 Small amount of Spaniards ruled indigenous population
 Spain sought to convert natives to Christianity, forced many into the
encomienda system, and used as trading partners
 English Colonization:
 Colonies were based on agriculture, large number of immigrants,
hostile relations with Natives



Tobacco became a large cash crop
Headright system encouraged immigrants – benefitted the wealthy
Conflicts with natives – Powhatans, Bacon’s Rebellion, Pequot War, King
Philip’s War
Key Concept 2.1, 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.” - Page 27 of the Curriculum Framework
 French and Dutch colonization:
 French – intermarried with natives and
built extensive trading partnerships

Coureurs de bois – French fur traders –
trade beaver furs; would live among natives;
helped lead to an alliance with the
Algonquin Indians
 Dutch – Like the French, the Dutch
build extensive trade routes – mostly in
NY

Encouraged settlement of the New World –
New Netherland
Key Concept 2.1
 “The British-American system of slavery developed out of the economic, demographic,
and geographic characteristics of the British-controlled regions of the New World.” - Page
27 of the Curriculum Framework
 English colonies encouraged immigration of men, women, and families
who rarely intermarried with natives and/or Africans
 Headright system encouraged more immigrants since landowners
would receive additional land
 Tract of land given to encourage settlement– especially families.
 Why was there an emergence of the Atlantic slave trade:
 Abundance of land – labor was needed for agriculture; Shortage of
indentured servants – especially after Bacon’s rebellion in 1676
 Hard to enslave natives – knew the land, were not immune to European
diseases (many Africans were); increased demand for colonial goods
required more labor
Key Concept 2.1
 Slavery in British colonies:
 Based on a belief of racial superiority; children of slaves became
slaves as well
 Families could be broken up at any time; slaves relied on
kinship networks and “surrogate relatives”
 Slave resistance:
 Most likely resistance was covert – working slowly, faking
illness, running away, breaking tools, etc.
 Sometimes rebellion did occur – Stono Rebellion (1739 – South
Carolina)


100 Africans killed several whites and tried to flee to Spanish Florida
Most were executed, more harsh laws were passed
Key Concept 2.1, 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.” Page 28 of the Curriculum Framework
 Most of New England was based on Puritan beliefs:
 Wanted to purify the Anglican Church, not separate

Believed in predestination
 John Winthrop’s “City upon a Hill”
 Little religious toleration for others
 Town-hall meetings – church members had tremendous power
 New England economy:
 Some agriculture, fishing, commerce – Boston becomes a major port city
 Colder climate, rocky terrain did not allow large plantations
 Middle Colonies:
 Tended to be the most diverse demographically, religiously, and ethnically


Women in Pennsylvania had more rights – Quakers allowed women equal positions in church
Immigrants from Germany
Key Concept 2.1, III Continued
 Chesapeake colonies (MD and VA) and North Carolina:
 Heavily relied on tobacco – plantations developed – long work
days and growing seasons

Exhausted land – led to expansion and conflicts with natives (Bacon’s again!)
 Up to the late 17th century, most labor was made up of indentured
servants

After Bacon’s Rebellion (1676), there was a switch to African slavery
 Southern colonies and West Indies:
 In South Carolina and Georgia, rice was a major staple crop


Very arduous labor – long days and long growing season
Many white laborers refused to work in rice fields – led to an increase in slave
labor
 In many instances, slaves made up a significant (if not majority)
part of the population

Led to the development of slave codes – laws to regulate slave behavior

Gave incredible power to slave owners
Test Tips
 Multiple-Choice Questions:
 Goals of European colonization
 Differences between British and other colonies
 Impact of religion in British colonies (Puritans)
 Short Answer:
 Comparing British colonies (geography, religion, economy)
 Essay Questions:
 Reasons for the development of slavery
www.Apushreview.com
Period 2: 1607- 1754
Everything You Need To Know About Key
Concept 2.2 To Succeed In APUSH
The New Curriculum
 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.”
 Page 29 of the Curriculum Framework
 Big ideas:
 How and why did Europeans begin to compete with each
other in North America?
 How did the conflicts lead to social and political changes
between Europeans and natives?
Key Concept 2.2
 “Competition over resources
between European rivals led to
conflict within and between North American colonial
possessions and American Indians.” - Page 29 of the Curriculum
Framework
 Conflicts among Europeans spread to North
America and affected Natives:
 French and English conflicts – Fort Necessity (George
Washington)
 British were able to offer more goods to natives, whereas the
French were more tolerant of natives (and intermarried with
natives)
 During the French and Indian (Seven Years) War, almost all
natives were allied with the French – not the Iroquois
Key Concept 2.2
 Each European nation sought to acquire valuables and new labor:
 English focused on tobacco; used indentured servants -> slaves
 French focused on furs in Ohio value; traded with natives
 European and colonial interests often varied:
 Colonists wanted to expand (especially post 7 Years War);
Britain forbade it– Proclamation Line of 1763
 Britain passed acts to raise $ - Molasses Act; many colonists
smuggled
 Would become a major point of contention between 1763 and
1776
Key Concept 2.2
 “Clashes between European and American Indian social
and economic values caused changes in both cultures.” Page 29 of the Curriculum Framework
 Contact with Europeans increased
trade, diseases, and drastically changed
native life:
 As time passed, Europeans increasingly
encroached on native land



In 1600, there was 100,000 natives in New
England, 10,000 by 1675 – disease and dispersion
King Philip’s War – war between English and
natives led by King Philip – Metacomet) one
of bloodiest native wars
Trade with settlers– weapons
Background Info
 Pueblos:
 Native Americans that were located in Rio Grande region of the southwestern
US (New Mexico, Arizona)
 Pueblo is Spanish for town; named after their distinct buildings
 Don Juan de Onate defeated the Pueblos
 Spanish established Santa Fe in 1610
 Spanish ruled the Pueblos harshly
 2,000 Spanish and 30,000 Pueblos
The Rebellion
 Why did it occur?
 Spanish priests and government suppressed Native practices that were
inconsistent with Christianity
 Spanish demanded tribute and labor from Natives
 What happened?
 Pope (Native religious leader) killed hundreds and forced Spanish to flee
 Spain regained control in 1696
 Significance?
 Spanish sought to religiously assimilate the Natives
 Pueblos were given more freedoms from the Spanish
Test Tips
 Multiple-Choice and Short Answer Questions :
 Impact of European contact on natives:

Loss of land, high death rates (disease), new weapons, increased fighting
 Changes to native life as a result of conflict with Europeans

Continued encroachment on land
 Essay Questions:
 Comparing colonization and views of natives by England and Spain
www.Apushreview.com
Period 2: 1607- 1754
Everything You Need To Know About Key
Concept 2.3 To Succeed In APUSH
The New Curriculum
 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.” - Page 30 of the
Curriculum Framework
 Big ideas:
 How did the colonists begin to develop an identity during
this time?
 What impact did religion have on the colonies?
Key Concept 2.3
 “‘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.” - Page 30 of the Curriculum Framework
 The 17th century Atlantic trade created a labor market and exchange of
goods:
 Growth of slavery in the Americas – began with Spanish and
Portuguese traders in West Africa
 “Middle Passage” – Shipment of Africans in close quartered
ships; would last several weeks or months
 Triangular trade – rum, sugar, molasses, and slaves were
commonly traded on the Triangular Trade
Key Concept 2.3
 What promoted Anglicization in the British colonies? (using more
English norms and customs)
 Representative assemblies were similar to English government
 Trade between the colonies and England increased contact
 Enlightenment ideas from England and Europe traveled to America
Americans later made similar contributions – Franklin and Jefferson
 Religious toleration in some colonies:
 Quakers in PA, Maryland Acts of Toleration – tolerance for ALL
Christians
 Legal systems and customs:
 Trials by jury
 Evangelism:
 The 1st Great Awakening saw George Whitefield from England travel to
the colonies to spread religion

Key Concept 2.3
 “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.” Page 31 of the Curriculum Framework
 Over time, regional differences in colonies gave way to similarities in:
 Laws: crimes were redefined – John Peter Zenger Trial – could
criticize government officials if it was true
 Institutions: colleges were established in different colonies –
helped promote religion and increase literacy
 Governance within the context of the British imperial system:
 Prior to 1763, colonial governments acted independent of
Parliament
Key Concept 2.3
 Under mercantilism, the goal is for the Mother country
(England) to make as much $ as possible
 England’s goal of creating a unified imperial structure and
enforcing strict mercantilist policies was not always successful:
 Navigation Acts – required colonists to export specific goods only to
England or English colonies – tobacco
 Led to widespread smuggling from colonial merchants
 Dominion of New England – combined Massachusetts with the rest of New
England, and later New Jersey and New York
 Assemblies were eliminated and a new governor was appointed – Sir
Edmund Andros who was very unpopular
 The Dominion was met with resistance and ended with “The Glorious
Revolution” in England
Key Concept 2.3
 For most of the early 18th century, England followed a policy of
salutary neglect
 Colonies were mostly left alone to govern themselves; England
took a hands off approach to governing
 This would end in 1763 with the end of the Seven Years War
 Reasons for resistance to British imperial control:
 Salutary neglect led to colonial assemblies had significant power, often
viewed themselves as “Parliament”
 The Enlightenment led many to question governments and desire more
rights and new forms of government

The Great Awakening created more religious diversity and a questioning of
authority
 Colonists often saw themselves as “Englishmen,” even though English
officials did not always agree
Test Tips
 Multiple-Choice and Short Answer Questions :
 Impact of the Great Awakening/ spread of religion:
How did ideas spread? Why were they appealing?
 How did trade between ‘mother’ countries and colonies develop?

 Essay Questions:
 Reasons for and effects of new colonial identity
www.Apushreview.com
Everything You Need To Know About The
Enlightenment To Succeed In APUSH
The New Curriculum And The Enlightenment
 Key Concept 2.3, I, 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 trans-Atlantic print culture, Protestant
evangelism, religious toleration, and the spread of European
Enlightenment ideas .”
 Page 30 of the Curriculum framework
 The Enlightenment had tremendous impact on American (and world)
politics and society
 Since it is mentioned specifically, you should be very familiar with it
Background Info
 What was it?
 Movement that believed that reason and knowledge could lead to progress
and advancements in society
 When did it occur?
 17th and 18th centuries, originating in Europe
 Impact of the Enlightenment?
 Helped challenge traditional authority
Key Enlightenment Thinkers
 John Locke:
 Two Treatises of Government
 Natural rights – “life, liberty, and property.”
 “Consent of the governed” – government rules with people’s
(governed) permission; people can overthrow governments if
necessary
 Influenced the Declaration of Independence
 Baron de Montesquieu:
 The Spirit of Laws
 Advocated checks and balances and separation of powers
 Dividing power among branches would help prevent government
abuse
 Influenced our current government system established under the
Constitution
 Thomas Paine (T-Paine!):
 Common Sense
 Advocated the US to declare independence from England
 Influenced the Declaration of Independence
Impact of the Enlightenment
 Key ideas are seen in US government
 3 branches of government
 Freedom of speech
 The ideas which encouraged individuals to challenge
authority and unjust government helped inspire the
American Revolution
 Enlightenment ideas were seen in other revolutions as
well:
 French Revolution
 Latin American Revolutions
Test Tips
 Multiple-Choice and Short Answer Questions:
 Excerpt of a reading, what are impacts?
 Short Answer – Identify and describe Enlightenment thinkers and their
impacts
 Essay Questions:
 Causes of American Revolution – how did Enlightenment fit in?