1. Period 2 1607 - 1754 1/25/2015 Compass shape in 3-D (Advanced)
To reproduce the ring effects on this slide, do the following:
On the Home tab, in the Slides group, click Layout, and then click Blank.
Also on the Home tab, in the Drawing group, click the arrow next to Shape Outline and select No Outline.
Select the donut. On the Home tab, in the Drawing group, click the arrow next to Shape Fill, and under Theme Colors select Orange, Accent 6 (first row, tenth option from the left).
On the Home tab, in the Drawing group, click Shapes, and under Basic Shapes, select Donut (third row, second option from the left). Press and hold SHIFT to constrain the shape to a circle, and then on the slide, drag to draw a donut.
Under Drawing Tools, on the Format tab, in the Size group, do the following:
In the Shape Width box, enter 0.83”.
In the Shape Height box, enter 0.83”
On the Home tab, in the Drawing group, click the arrow below Arrange, and under Position Objects, point to Align, and do the following:
Select Align Middle.
Select Align Center.
Select the donut. On the Home tab, in the Clipboard group, click the arrow to the right of Copy, and then click Duplicate.
Select the second donut. On the Home tab, in the Drawing group, click the arrow next to Shape Fill, and under Theme Colors select Olive Green, Accent 3 (first row, seventh option from the left).
In the Shape Height box, enter 4.17”
On the second donut, drag yellow adjustment diamond to the left so that the donut is shaped like a ring.
In the Shape Width box, enter 4.17”.
To reproduce the triangle effects on this slide, do the following:
On the Home tab, in the Drawing group, click the arrow next to Shape Fill, and under Theme Colors select Blue, Accent 1 (first row, fifth option from the left).
On the Home tab, in the Drawing group, click Shapes, and under Basic Shapes select Isosceles Triangle (first row, third option from the left). On the slide, drag to draw an isosceles triangle.
On the Home tab, in the Drawing group, click the arrow next to Shape Outline and select No Outline.
In the Shape Width box, enter 0.42”.
In the Shape Height box, enter 1.08”.
Select the second isosceles triangle. On the Home tab, in the Drawing group, click the arrow under Arrange, and under Position Objects, point to Rotate and select Flip Vertical.
Select the isosceles triangle. On the Home tab, in the Clipboard group, click the arrow to the right of Copy, and then click Duplicate.
On the slide, position the triangle above the orange center donut.
Position the second, duplicate triangle below the orange center donut.
On the Home tab, in the Drawing group, click the arrow below Arrange, and then do the following:
Press and hold the CTRL key and then select both triangles.
Select the group of two isosceles triangles. On the Home tab, in the Clipboard group, click the arrow to the right of Copy, and then click Duplicate.
Under Group Objects select Group.
Under Position Objects, point to Align and select Align Center.
Select the second group of isosceles triangles. On the Home tab, in the Drawing group, click the arrow under Arrange, and then under Position Objects, do the following:
Point to Align and select Align Center.
Point to Rotate and select Rotate Right 90°.
With both groups of triangles still selected, on the Home tab, in the Clipboard group, click the arrow to the right of Copy, and then click Duplicate.
Press and hold the CTRL key and select both groups of triangles. On the Home tab, in the Drawing group, click the arrow below Arrange, and under Group Objects select Group.
Point to Align and select Align Middle.
On the Home tab, in the Drawing group, click the arrow below Arrange, under Position Objects, point to Align, and then do the following:
Select the second group of triangles. On the Home tab, in the Drawing group, click the arrow below Arrange, under Position Objects, point to Rotate and select More Rotation Options. In the Size and Position dialog box, on the Size tab, under Size and rotate, in the Rotation box enter 45°.
Select the new triangle. On the Home tab, in the Drawing group, click the arrow next to Shape Fill, and then under Theme Colors select Blue, Accent 1 (first row, fifth option from the left).
On the Home tab, in the Drawing group, click Shapes, and then under Basic Shapes select Isosceles Triangle (first row, third option from the left). On the slide, drag to draw an isosceles triangle.
In the Shape Height box, enter 0.25”.
Select the small triangle. On the Home tab, in the Clipboard group, click the arrow to the right of Copy, and then click Duplicate.
Position the small triangle above the larger donut.
In the Shape Width box, enter 0.33”.
Press and hold the CTRL key and select both small triangles. On the Home tab, in the Drawing group, click the arrow below Arrange, and then do the following:
Position the second, small triangle below the large donut.
Select the second, small triangle. On the Home tab, in the Drawing group, click the arrow below Arrange, under Position Objects, point to Rotate and select Flip Vertical.
On the Home tab, in the Clipboard group, click the arrow to the right of Copy, and then click Duplicate.
Select the group of smaller triangles.
Select the second group of smaller triangles. On the Home tab, in the Drawing group, click the arrow below Arrange, and then under Position Objects, do the following:
To reproduce the tilted effect on this slide, do the following:
On the Home tab, in the Editing group, click the arrow next to Select and select Select All.
On the Home tab, in the Drawing group, click the arrow next to Shape Effects, point to Preset, and then under Presets select Preset 11 (third row, third option from the left).
On the Home tab, in the Drawing group, click the arrow below Arrange, and under Group Objects select Group.
To reproduce the lines on this slide, do the following:
Select the line. Under Drawing Tools, on the Format tab, in the Size group, in the Shape Width box enter 8.0”.
On the Home tab, in the Drawing group, click Shapes, and then under Lines select Line (first option). On the slide, drag to draw a horizontal line on the slide.
On the Home tab, in the Drawing group, in the lower right corner click the Format Shape dialog box launcher. In the Format Shape dialog box, click Line Color in the left pane, and in the Line Color pane do the following:
In the Type list, select Linear.
Click Gradient line.
In the Direction list, select Linear Right (first row, fourth option from the left).
Also under Gradient stops, customize the gradient stops as follows:
Under Gradient stops, click Add gradient stops or Remove gradient stops until three stops appear in the slider.
Select the first stop in the slider, and then do the following:
In the Transparency box, enter 100%.
Click the button next to Color, and then under Theme Colors click Blue, Accent 1 (first row, fifth option from the left).
In the Position box, enter 0%.
Select the second stop in the slider, and then do the following:
In the Position box, enter 50%.
Select the third stop in the slider, and then do the following:
In the Transparency box, enter 50%.
In the Position box, enter 100%.
Also in the Format Shape dialog box, click Line Style in the left pane, and in the Line Style pane, do the following:
In the Join type list, select Round.
In the Cap type list, select Round.
In the Dash type list, select Round Dot (second option).
With the line still selected, on the Home tab, in the Drawing group, click the arrow below Arrange, and then under Position Objects, do the following:
Point to Align and select Align Center.
Point to Rotate and select More Rotation Options. In the Format Shape dialog box, on the Size tab, under Size and rotate, in the Rotation box, enter 12°.
Position the second duplicate dashed line so that it is even with the top and bottom triangles
Select the second dash line. On the Home tab, in the Drawing group, click the arrow below Arrange, under Position Objects, point to Rotate and select More Rotation Options. In the Format Shape dialog box, on the Size tab, under Size and rotate, in the Rotation box, enter 114°.
Select the dash line. On the Home tab, in the Clipboard group, click the arrow to the right of Copy, and then click Duplicate.
To reproduce the background effects on this slide, do the following:
In the Format Background dialog box, click Fill in the left pane, select Gradient fill in the Fill pane, and then do the following:
Right-click the slide background area, and then click Format Background.
In the Direction list, click Linear Diagonal (first row, first option from the left).
Under Gradient stops, click Add gradient stops or Remove gradient stops until two stops appear in the slider.
Click the button next to Color, and then under Theme Colors, click Blue, Accent 1, Lighter 60% (third row, fifth option from the left).
Click the button next to Color, and then under Theme Colors, click White, Background 1 (first row, first option from the left).
1/25/2015

2. Period 2 (AMSCO chapters 2-3) comprises 10% of the exam

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

4. 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.

5. 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.
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

6. 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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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.
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.

7. 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.

9. 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.

10. 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.

11. 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

12. 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

13. 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)

14. 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.

15. Competition over resources between European rivals led to conflict within and between North American colonial possessions and American Indians.
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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

16. 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

18. Example: Beaver Wars Fought between Iroquois, backed by the English, and Algonquin nations over control of the fur trade.

19. 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

20. 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?

21. Required terms: Wool Act, Molasses Act, widespread
Required terms: Wool Act, Molasses Act, widespread smuggling in Spanish and English colonies
Trade 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.

22. Coastline of colonies made smuggling easy.

23. 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

24. 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
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

25. 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

26. 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

27. 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.

28. 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

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

30. 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.

31. **************************************************
“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.
**************************************************
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.

32. 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.

33. Every colony had a legislature prior to the American Revolution
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

34. Pennsylvania Enlightenment 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

35. 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 gradations
Required terms: Casta system, mulatto, Métis

36. 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
Taxonomy branch of science concerned with classification of organism

37. *************************************************
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.
Taxonomy branch of science concerned with classification of organism

38. B. Late. 17th-century efforts to integrate
B. Late 17th-century efforts to integrate Britain’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
Taxonomy branch of science concerned with classification of organism

39. 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
Taxonomy branch of science concerned with classification of organism

40. evolving local ideas of liberty
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
Taxonomy branch of science concerned with classification of organism

41. 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
Taxonomy branch of science concerned with classification of organism

42. “Sinner in the Hands of an Angry God”
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”
Taxonomy branch of science concerned with classification of organism

43. 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
Taxonomy branch of science concerned with classification of organism

44. The End!