Period 2

1607 - 1754

1/25/2015

Period 2 (AMSCO chapters 2-3)

comprises 10% of the exam

Europeans and American Indians maneuvered and fought for dominance, control, and security in North America, and distinctive colonial and native societies emerged.

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.

• sought to establish tight control over the process of colonization in the Western Hemisphere and to convert and/or exploit the native population.

A. Spain

• efforts involved relatively few Europeans and used trade alliances and intermarriage with American Indians to acquire furs and other products for export to Europe.

B. French & Dutch

•eventually sought to establish colonies based on agriculture, sending relatively large numbers of men and women to acquire land and populate their settlements, while having relatively hostile relationships with American Indians.

C. English

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.

• 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

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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.

•Examples:•Rebellions – African slaves organized small and large scale

• Resulted in execution of leaders• Harsher slave laws; less freedom of movement

•Escape – Difficult to find neutral territory without money or contacts•Sabotage – Tools broken or lost; seed wet and molded

• Reprisals for group if caught

*Treatment of slaves varied. Most of the time they were treated as valuable assets, which meant physical punishments stopped short of permanent injury.

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.

A.The New England colonies, founded primarily by Puritans seeking to establish a community of like-minded religious believers, developed a close-knit, homogeneous society and — aided by favorable environmental conditions — a thriving mixed economy of agriculture and commerce. Plymouth

Plantation

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.Required terms:

Carolinas (rice)*So profitable it was referred to as Carolina gold

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.

Required terms: Barbados (sugar)

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.

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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.

*Conflicts between rival nations, conflicts between rival Native American groups, conflict between European nations and Native Americans

Example: Chickasaw Wars

Fought in mid-18th century between Chickasaw, allied with the English, and the French. Wars were over trade, with massacres on both sides. The series of wars ended with the Treaty of Paris (1763) when France gave up its territory in North America

Example: Beaver Wars

Fought between Iroquois, backed by the English, and Algonquin nations over control of the fur trade.

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.

Required terms furs, tobacco

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.

What were the goals of the mother countries? What were the goals of the colonists?

Required terms: Wool Act, Molasses Act, widespreadsmuggling in Spanish and English coloniesTrade restrictions:• Wool Act – (1699) – colonists could continue to produce woolen cloth

for local use but could not export it to England• Molasses Act (1733) – Taxed sugar/molasses that colonists bought

from countries other than England

These are examples of trade laws that are known collectively as the Navigational Acts.

Coastline of colonies made smuggling easy.

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.

Example: guns made some tribes superior and more war-like; small pox decimated some Native villages

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 allies with deadlier weapons and alcohol, and by rewarding Indian military actions, Europeans helped increase the intensity and destructiveness of American Indian warfare.

Required Terms: praying towns, clothing

•Heron Confederacy of Great Lakes region – hit by small pox epidemic in 1634, then lost major war with Iroquois in 1649•Catawba Nation of the Carolinas - hit hard by small pox epidemics in both 1738 and 1759

Small Pox

•Mortality rate in Europe – 30-35%; 80% among children•Survivors had scars left from rashes and blistering•Early attempts to prevent or treat the disease had mixed results•By 1820’s a successful vaccine had more widespread use• It wasn’t until 1977 that small pox ceased to occur from natural environments•Now primarily considered a bio-weapon•USA stopped routine vaccinations for small pox in1972 but currently has over 300 million on hand in case of exposure

Small Pox

• Introduced to the New World by Spanish & Portuguese Conquistadors •Mortality rate among Native Americans higher than Europeans•Quickly seen as an effective biological weapon; later model picked up by the English

________________________________________________________“You will Do well to try to Innoculate the Indians, by means of Blankets, as well as to Try Every other Method, that can Serve to Extirpate this Execrable Race.” (Jeffrey Amhurst referring to Pontiac’s Rebellion in 1763.http://explorepahistory.com/odocument.php?docId=1-4-25

Religious conversion of Wampanoag Nation

•Descendants of the original Wampanoag Tribe that assisted the pilgrims in 1620

•English leaders encouraged conversion to Christianity and forfeiture of Native culture

•Settled converts into 14 ‘praying towns’

•Alcoholism major problem among Natives – women converted to escape from alcoholic men

•Converted natives had mixed loyalties

• By 1671, New England settlers outnumbered Natives, 80,000 to 15,000•Metacom became sachem; he demanded the halt of English expansion and sought allies among other native tribes• Convert informed the English, who then hanged 3 Wampanoag men for murdering the convert•Outbreak of war resulted in destruction of English and Native villages • 600 Colonists and 3,000 Native Americans were killed•Metacom was shot and killed, then quartered & beheaded. His head was displayed in Plymouth Colony for 20 years.•War continued in northern New England until 1678, when the Natives there were also defeated• Considered the most important and decisive war between Natives and Colonists in New England

King Philip’s (Metacom’s) War – 1675 to 1676

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.

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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.

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•the spread of European Enlightenment ideas.

Examples:•Every colony had a legislature prior to the American Revolution•Communities had common defense systems to protect them from Native Americans and rival European powers•Maryland • founded as a Catholic haven in 1634•Non-Catholics soon outnumbered Catholics•Religious Toleration Act passed in 1649•Applied to Christians only

•Pennsylvania•Founded as a safe Haven for Quakers•Freedom to practice tenets of faith, including equality•Promoted independent thinking

•Enlightenment•Repudiated the darkness of medieval times•Reason and science determine how the world works• John Locke applied principles of the Enlightenment to government•Deism – God created the earth and mankind but does not play a role in day to day occurrences

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 gradationsRequired terms: Castasystem, mulatto, Métis

Casta (Spanish for caste) system – social hierarchy based on racial mix.

Casta Paintings – depicted the 16 racial taxonomies – popular in 17th & 18th century Mexico

Mulatto – Children of African slave women and European males

Métis – Children of Native American women and French traders

II. 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.

*************************************************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 integrateBritain’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 half-century of the British government’s relative indifference to colonial governance.

(Salutary Neglect)

Required terms: Dominion of New England, Navigation Acts

Dominion of New England•Northern colonies had increasing difficulties with French and Native American disputes•King James II was increasingly convinced that the colonists were ignoring the Navigation Acts•He ordered the New England, and later the New York and New Jersey colonies to be governed as one body by a royal appointee•Sir Edmund Andros suspended colonial legislatures, attempted to halt smuggling, and dealt harshly with non-compliance•Attempted to take actual Connecticut Charter but they hid it from him!

•Ended with the Glorious Revolution that brought William & Mary to the throne

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,

• an ideology critical of perceived corruption in the imperial system.

Required terms: Great Awakening, republicanism

Great Awakening (1st Great Awakening)•Started in Europe and spread here•Religious fervor – opposite of staid Anglican and Congregational churches•Outdoor, tent revivalist meetings with thousands attending•George Whitefield popular minister

•Piety was matter of the heart, not the head •Personal conversions – “born again”•Split congregations along class lines

-higher classes preferred the status quo

• Jonathon Edwards – Disagreed with many of the ideals of the 1st Great Awakening but was one of its most influential members•“Sinner in the Hands of an Angry God”

Republicanism: Belief in the principles of a Republic.

• Form of government in which the head(s) of government are elected representatives of the people

• Nation or political entity is a product of the people, for the benefit of the people (popular sovereignty)

• Opposite of monarchy; people exist to serve the monarch

The End!