1. Period 2 1607 - 1754 From Jamestown through the beginning of the French & Indian War

2. Vocabulary & Concepts for Period 2 – 2.1 imperial goalsindentured servants diverse patterns of colonizationAtlantic slave trade varied models of colonizationracial & cultural superiority Folkwaysperpetuity trade allianceskinship Intermarriagedehumanizing aspects of slavery demographic & regional characteristicsPuritans rigid racial hierarchyclose-knit

3. Vocabulary & Concepts Period 2 – 2.1 homogeneous society cereal crops Chesapeake colonies North Carolina colony tobacco African chattel West Indies staple crops

4. Key Concept 2.1 Europeans developed a variety of colonization & migration patterns, influenced by different imperial goals, cultures, and the varied North American environments where they settled, and they competed with each other and Native Americans for resources. I Spanish, French, Dutch & British colonizers had different economic and imperial goals involving land and labor that shaped the social and political development of their colonies as well as their relationships with native populations

5. A. Spanish efforts to extract wealth from the land led them to develop institutions based on subjugating native populations, converting them to Christianity and incorporating them, along with enslaved and free Africans, into the Spanish colonial society B. French and Dutch colonial efforts involved relatively few Europeans and relied on trade alliances and intermarriage with Native Americans to build economic and diplomatic relationships and acquire furs an other products or export to Europe

6. C. English colonization efforts attracted a comparatively large number of male and female British migrants as well as other European migrants, all of whom sought social mobility, economic prosperity, religious freedom, and improved living conditions These colonists focused on agriculture and settled on land taken from Native Americans, from whom they lived separately

7. Composition Books Identify Period 2 - 1607-1754 Key Concept 2.1 Construct and complete an organizing chart w/focus on Spanish, French, Dutch & British colonizers Identify the area of settlement, attending environmental factors, economic & imperial goals re: land & labor, political & social characteristics and relations with Native Americans

8. Location – Area of European settlement Spanish – Florida, Southwest & present day California, Mexico & Caribbean French – New France = Canada & Great Lakes region & along Mississippi River Dutch – New Netherlands w/patroonships along Hudson, Delaware, & Connecticut river valleys English – Atlantic seaboard to become 13 colonies

9. Goals & Characteristics Spain – imperial goal to extract wealth from the colonial holdings by way of mineral resources, primarily silver Use of encomienda system for labor by Native Americans Use of a slave system to reap the wealth from sugar trade Missionaries used to convert Native Americans and assist with settlements Spanish empire population growth from 1492 – 1580 at 8 million from 4.9 million: in next century decrease of population by 20% Decreased population & increased taxes, costs of conflicts, inflation from exported silver, & more expansive perimeter to defend all contribute to a lessening of empire status over time

10. French – New France 3 times the population of Spain in 1500 Focus of Jesuit missionaries to convert is overtaken by importance of fur trade (from faith to commerce) Royal control of settlements post 1663 to 1700 & population increases from 3,000 to 16,000 Farming in St Lawrence River Valley & production of wheat Focal point of France moves to warmer climate in the Caribbean

11. Dutch – New Netherland 1 st diverse ethnic & religious settlement by Europeans in America Dominant motive of the Dutch is profit Significant commercial assets held by the Dutch by 1600 1602 – Dutch East India Co – most wealthy corporation of its time 1621 – Dutch West India Co has jurisdiction over Atlantic Slave Trade Similar to French settlements, engaged in fur trade with Native Americans but did not venture into the woods as deeply as the French

12. Paving the Way for the English Defeat of Spanish Armada & heightened nationalism under Queen Elizabeth brings the English into the colonizing endeavors primogeniture laws spurred fortune seeking and settlements joint stock companies financed expeditions population growth & attendant unemployment provided workers desire for resources, markets, religious freedom undergirds English settlements

13. II In the 17 th Century, early British colonies developed along the Atlantic coast, with regional differences that reflected various environmental, economic, cultural & demographic factors A. The Chesapeake & North Carolina colonies grew prosperous exporting tobacco – a labor intensive product initially cultivated by white, mostly indentured servants and later by enslaved Africans B.The New England colonies, initially settled by Puritans, developed around small towns with family farms and achieved a thriving economy of agriculture and commerce C.The middle colonies supported a flourishing export economy based on cereal crops and attracted a broad range of European migrants, leading to societies with great cultural, ethnic and religious diversity and tolerance

14. D.Distance and Britain’s initially lax attention led to the colonies creating self-governing institutions that were unusually democratic for the era The New England colonies based power on participatory town meetings which in turn elected members to their colonial legislatures In the Southern colonies, elite planters exercised local authority and also dominated the elected assemblies

15. Common pattern re: staple crops Tobacco, rice, cotton & coffee bring greater prices When considered a luxury item Once staple is common place & more readily available, price declines Contracting profits become more evident More reliance on coerced labor

16. Regional Characteristics of British Colonies In composition Book: construct a visual/organizer for the following regions: New England Middle Colonies Chesapeake & Southern West Indies For each include the following: location (settlements & colonies w/in), environment/geography, political characteristics, economic characteristics & social characteristics

17. Table 2.2 p35

18. English Colonies Unlike their European competitors, the English 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.

20. English Population Growth in the Colonies From 260,000 settlers in 1700, the colonial population grew eight times to 2,150,000 in 1770. English colonial population doubled almost every 25 years in the 1700s. In comparison, the French colonial population grew from 15,000 to 90,000 in 1775, i.e., just 4% of the English total.

22. Differences in imperial goals, cultures, and the North American environments that different empires confronted led Europeans to develop diverse patterns of colonization. Northern / New England Middle / Chesapeake / North Carolina Southern / West Indies

23. Regional Differences in the British Colonies Along with other factors, environmental and geographical variations, including climate and natural resources, contributed to regional differences in what would become the British colonies.

24. Southern colonies are sometimes referred to as the Chesapeake colonies and these colonies were modeled on the West Indies or Caribbean region Middle colonies are sometimes referred to as the Mid-Atlantic colonies

25. New England Colonies Founded primarily by Puritans seeking to establish a community of like-minded religious believers (sought religious freedom) Puritans grew increasingly intolerant of dissenters who challenged the Puritans’ belief in the connection between religion and government. Rhode Island was founded by dissenters fleeing persecution by Puritans in Massachusetts. Social position - based on religious standing Developed a close-knit, homogeneous society - Mayflower Compact (covenant community) Political Structure - town meetings (an “Athenian” direct democracy model) in the operation of government. Mixed economy of agriculture & commerce aided by favorable environmental conditions shipbuilding, fishing, lumbering, small-scale subsistence farming & eventually, manufacturing. The colonies prospered, reflecting the Puritans’ strong belief in the values of hard work and thrift.

26. Middle Colonies: PA, NY, NJ, DE The demographically, religiously & ethnically diverse middle colonies supported a flourishing export economy based on cereal crops Social Characteristics - multiple religious groups, including Quakers in Pennsylvania, Huguenots and Jews in New York & Presbyterians in New Jersey, who generally believed in religious tolerance. More flexible social structures and began to develop a middle class of skilled artisans, entrepreneurs (business owners), and small farmers. Political Characteristics - incorporated a number of democratic principles that reflected the basic rights of Englishmen. Economic - New York, New Jersey, Pennsylvania, and Delaware developed economies based on shipbuilding, small-scale farming, and trading. Cities such as New York and Philadelphia began to grow as seaports and commercial centers

27. Characteristics of the Chesapeake, NC & SC Chesapeake colonies and North Carolina relied on the cultivation of tobacco, a labor-intensive product based on white indentured servants and African chattel. Economic Characteristics –economies in the eastern coastal lowlands based on large plantations that grew “cash crops” such as tobacco, rice, and indigo for export to Europe. Farther inland, however, in the mountains and valleys of the Appalachian foothills, the economy was based on small-scale subsistence farming, hunting, and trading. Social Characteristics – social structure based on family status and the ownership of land. Large landowners in the eastern lowlands dominated colonial government and society and maintained an allegiance to the Church of England and closer social ties to England than in the other colonies. In the mountains and valleys further inland, however, society was characterized by small subsistence farmers, hunters and traders of Scotch-Irish and English descent. Political Characteristics - maintained stronger ties with Britain, with planters playing leading roles in representative colonial legislatures (Ex. House of Burgesses).

28. Southern Colonies & West Indies 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 or cash crops such as tobacco, rice, indigo & sugar. Slave-based agriculture - in some cases, enslaved Africans constituted the majority of the population.

29. Colonial America 17 th Century – a ‘spectrum of settlement’ “America divided them. The Atlantic united them. Their connection with England gave them what unity they could sustain” (LEP) Differences included life expectancy, gender ratio & family structure New England: life expectancy late 60’s, family structure, nuclear & large, almost all English, farms, fishing & ship building, Congregational Church, towns and counties, Chesapeake: life expectancy 45 (rising post 1680), kinship family characteristic, increasing Black minority due to slavery, tobacco, Anglican Church, county & parish

30. Colonial America Middle Colonies: life expectancy @ 60+, large nuclear family, ethnic mix from NW Europe w/English a minority, furs, farms & cereal, no established church, county & township West Indies: life expectancy @ 40, family below replacement rate, Black majority by 1670s, sugar, Anglican church

31. Race & Ethnicity Varied among colonial regions West Indies w/slave majority by 1700 & European minority w/wealth & power African slaves a majority in South Carolina by 1710 w/rapid increase 40% of VA’s population by 1730s; far less numerous in Delaware & Hudson Valley but slavery entrenched in NYC & parts of NJ Ethnic mosaic in NJ, Penn w/Dutch, Germans, Scots, Irish while English the minority New England the most English of all regions just as New France was French

32. Economics, Religion & Education Staple crops & slavery accompanied one another through sugar, tobacco, rice & later cotton Farming & family labor accompanied one another: Middle Colonies become the wheat belt (breadbasket) of North America, (wheat will eventually replace tobacco in VA) New Englanders farmed & exported fish & lumber to the West Indies Intense faith & piety In New England w/education focused on ministry: Harvard founded 1636 & improving literacy w/in region Low literacy wherever slavery was dominant & refusal to permit slaves to read Chesapeake w/out formal education prior to founding of College of William & Mary in 1693 Beginnings of regional disparity between N & S re: education Piety, literacy & education strengthens from South to North

33. General Characteristics of American Colonies Economic institutions in the colonies developed in ways that were either typically European or were distinctively American, as climate, soil conditions, and other natural resources shaped regional economic development. A strong belief in private owner-ship of property and free enterprise Set of policies known as mercantilism emerges in Europe during the 17 th century colonies benefit the mother country (England) w/ raw materials in exchange for manufactured goods, Signals breakthrough to modernity w/visons of endless progress & more modern concept of law 1650: Parliament bans foreign ships from colonies 1651 Comprehensive Navigation Act aimed at Dutch: import of goods of Asian ^ African goods to England & colonies only on English ships 1660 Navigation Act & enumerated goods of sugar & tobacco to give England monopoly over the export of staples to Europe Staple Act of 1663: regulation of goods going to the colonies Plantation Duty Act 1673 to eliminate incentives for smuggling Significance – successful mercantile policies w/out increased imperial control

34. III Competition over resources between European rivals and Native Americans encouraged industry and trade and led to conflict in the Americas A.An Atlantic economy developed in which goods, as well as enslaved Africans were exchanged between Europe, Africa and the Americas through extensive trade networks. European colonial economies focused on acquiring, producing and exporting commodities that were valued in Europe and gaining new sources of labor B.Continuing trade with Europeans increased the flow of goods in and out of Native American communities, stimulating cultural and economic changes and spreading epidemic diseases that caused radical demographic shifts

35. Native American Gender roles in the Eyes of Europeans Gender relations are distinct in Native American groups, and gender expectations, roles, and identities underwent significant change and often attack in colonial periods. English colonists failed to recognize the complexity of traditional Native American gender roles. Europe - married women held few rights to property, family wealth or children, Indians – for example in the Eastern Woodland tribes, women had greater power and autonomy over their produce, conditions of labor, and property. Native women even served on tribal councils and held right. As a result, indigenous people crafted new traditions of intermarriage and new ways of coping with forced gendered divisions of labor.

36. C.Interactions between European rivals and Native American populations fostered both accommodation and conflict. French, Dutch, British and Spanish colonies allied with and armed Native American groups, who frequently sought alliances with Europeans against other Native American groups D.The goals and interests of European leaders and colonists at times diverged, leading to a growing mistrust on both sides of the Atlantic. Colonists, especially in British North America, expressed dissatisfaction over issues including territorial settlements, frontier defense, self-rule and trade

37. E.British conflicts with Native Americans over land, resources and political boundaries led to military confrontations such as Metacom’s War (King Philip’s War) in New England F.Native American resistance to Spanish colonizing efforts in North America, particularly after the Pueblo Revolt, led to Spanish accommodation of some aspects of Native American culture in the Southwest

38. Colonial & native American Conflict By 1670s. Most coastal tribes in regular contact w/Europeans had already been devastated by disease Intensity of wars between Native Americans intensified as need for replacement of depleted tribes increased Native Americans acquisition of guns/gunfire increased warfare as in the case of the Iroquois who received muskets from the Dutch & used them against other Iroquois & Algonquians Confederacy among the 5 nations was stronger as a result of capture & adoption while others declined

39. America as a new world for Native Americans as a result of contact w/Europeans European cloth, muskets, hatchets, knives & pots welcomed in trade but at a price Gradual abandonment of traditional skills & increased dependency on trade w/Europeans Alcohol in great demand w/ result of drunkenness as a major, intermittent social problem Those engaged in fur trade (French/New France & Dutch/New Netherland)maintained better relations w/Native Americans Greater economic contact = lesser conflict while lesser trade = greater likelihood of war New England & VA fought bitter Native American wars in the 1670s

40. King Philip’s War – Metacom’s War Metacom, son of Massoit who celebrated thanksgiving feast w/ Pilgrims, a warrior-hunter in fear of a lost way of life as a result of land lust by Europeans English called Metacom King Philip Fighting begins in 1675 near Plymouth w/violence escalating to war Metacom wins early engagements over Plymouth militia due largely to poor shooting by Europeans & heads toward Conn. Valley War widens to include Mass. & Conn. w/atrocities on both sides War nearly tears apart New England & ends in 1676 w/settlers victory Metacom killed while others sold into slavery to West Indies Significance – slowed westward settlements for decades & lasting defeat of New England Native Americans

41. VA conflict w/ Native Americans along the Potomac Valley w/ Doegs and expanded to include Susquehannocks brought together Berkley (VA Royal Governor) John Washington (ancestor of GW) w/ VA & MD militia Berkley increases defenses & summons legislature in 1676 for the building of forts along major river lines: wanted to maintain a distinction between neutral & hostile Native Americans but settlers along frontier demand war Berkley restricts fur trade to avoid further provocations but only increases resentment from those excluded Frontier settlers eventually find their leader in Nathanial Bacon leading ultimately to Bacon’s Rebellion

42. Pueblo Revolt -1680 Also known as Pope’s Rebellion for Pope’- leader of rebellion (statute from NM in Statuary Hall) Pueblo rebelled against Spanish in American Southwest. Spaniards had dominated for eight decades. established and maintained the rule with terror beginning with Juan de Oñate’s invasion in 1598 & people of Acoma resisted Oñate ordered one leg be chopped from every man over fifteen and the rest of the population be enslaved Pueblos drove out Spanish soldiers & authorities. twenty-one Franciscan priests died,& sacked mission churches twelve years for Spanish troops to reconquer Pueblo country 1692 never did conquer the Hopi,the westernmost contributors to the rebellion Significance – one of greatest North American rebellions & Native Americans reassert their own way of life in a new setting Accommodations: Spanish settlements seek/implement lessened hostilities

43. Triangle Trade The triangular trade linked Europe, Africa, and the Americas. Slaves, sugar, and rum were traded. Export of precious metals Gold and silver (exported to Europe and Asia) Impact on indigenous empires of the Americas Impact on Spain and international trade

45. Trade with Africa European trading posts along the coast established by Portugal become slave ports Trade in slaves, gold, and other products African exports Slaves (triangular trade) Raw materials African imports Manufactured goods from Europe, Asia, and the Americas New food products (corn, peanuts)

46. II Like other European empires in the Americas that participated in the Atlantic slave trade, the English colonies developed a system of slavery That reflected the specific economic, demographic, and geographic characteristics of those colonies A. All the British colonies participated to varying degrees in the Atlantic slave trade due to the abundance of land and a growing European demand for colonial goods as well as a shortage of indentured servants. Small New England farms used relatively few enslaved laborers, all port cities held significant minorities of enslaved people, and the emerging plantation systems of the Chesapeake and southernmost Atlantic coast had large numbers of enslaved workers, while the great majority of enslaved Africans were sent to the West Indies

47. B.As chattel slavery became the dominant labor system in many southern colonies, new laws created a strict racial system that prohibited interracial relationships and defined the descendants of African American mothers as black and enslaved in perpetuity C.Enslaved people developed both overt and covert means to resist the dehumanizing aspects of slavery and maintain their family and gender systems, culture and religion

48. Forced migration of Africans into slavery

50. Slavery Most plantation labor needs eventually came to be filled by the forcible importation of Africans. While some Africans worked as indentured servants, earned their freedom, and lived as free citizens during the Colonial Era, over time larger and larger numbers of enslaved Africans were forcibly brought to the Southern colonies (the “Middle Passage”).

51. The “Middle Passage” by the Numbers At the height of the slave trade in the 18th century an estimated six million Africans were forced to make a journey across the Atlantic often totaling over 4,000 miles. Over 54,000 voyages were made in the course of three hundred years between the 16th and 19th centuries. The large proportion of slaves ended up in the Caribbean, approximately 42%. Around 38% went to Brazil, and much fewer, about 5%, went to North America. The journey from Africa to North America was the longest. The journey could take as little as 35 days, just over a month (going from Angola to Brazil). But normally British and French ships took two to three months.

52. Testimony from the “Middle Passage” "From the moment that the slaves are embarked, one must put the sails up. The reason is that these slaves have so great a love for their country that they despair when they see that they are leaving it for ever; that makes them die of grief, and I have heard merchants…say that they died more often before leaving the port than during the voyage. Some throw themselves into the sea, others hit their heads against the ship, others hold their breath to try and smother themselves, others still try to die of hunger from not eating." Jacques Savary, businessman, writing at the end of the 18th century.

53. British sense of cultural superiority Europeans historically viewed non-Europeans (non-Christians) as inferior (white racial privilege) Slave trade was a lucrative business & VA was established as a profit- making venture Large plantations reduced small holdings of freeman, thus eliminating competition for the elite and required huge workforces Oppression of labor was legalized by acts of the VA Assembly, “…by a system of acts, the assembly did what it would to foster the contempt of white for blacks & Indians.”

54. British System of Slavery & Atlantic Slave Trade 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 one factor that led the British colonists into violent confrontations with native peoples. Differed from previous examples in history of slavery due to significant commercial venture, based on race, permanent status through lineage of mother & construct of racism to support institutionalization of a forced & dehumanizing labor system

55. Altered African gender & kinship relationships for Africans in English colonies Length of service & laws passed to alter Africans’ status Laws also prevented marriage between slaves and free persons – 1691 law enacted for the “…prevention of that abominable mixture of spurious issue…” due to intermarriage of Africans, Indians and whites Status of children of mixed unions complicated things and so were considered of the more oppressed race

56. Formalizing the Institution of slavery 1670 law denied free African Americans from holding laborers in bondage 1705 law prevented African Americans from owning livestock 1723 law denying free African Americans the right to vote in VA Turning point from indentured servitude to slavery = Bacon’s Rebellion

57. Resistance to Slavery developed both overt and covert means to resist the dehumanizing aspects of slavery. Examples: rebellion sabotage escape

58. Slave Rebellions 1691 – 1865 -- at least nine slave revolts in the U.S., including in New York City (1712), Stono, South Carolina (1739), New Orleans (1811), and Southampton, Virginia (Nat Turner’s 1831 rebellion). Numerous other conspiracies were thwarted before they could be fully realized, including Gabriel Prosser’s (Richmond, VA, 1800) and Denmark Vesey’s (Charleston, SC, 1822). Slaves commandeered weapons, burned and looted properties, and even killed their masters and other whites, but whites were quick to exact a brutal revenge. In the bloodiest American revolt, Nat Turner and several hundred comrades killed sixty whites. Over 100 enslaved were killed, either in the combat or as retribution for the uprising. Another thirteen slaves were hanged, along with three free blacks. If the measure of a revolt’s success was the overthrow of slavery, then none of these revolts succeeded.

59. Sabotage "Day-to-day resistance" was the most common form of opposition to slavery. Breaking tools feigning illness staging slowdowns committing acts of arson and sabotage

60. Escaped Slaves Slaves ran away relatively short distances as a temporarily withholding of labor as a form of economic bargaining and negotiation. Some fugitives did permanently escape slavery to natural refuges like swamps. Often, runaways were relatively privileged slaves who had served as river boatmen or coachmen and were familiar with the outside world. Especially in the colonial period, fugitive slaves tried to form runaway communities known as "maroon colonies." Located in swamps, mountains, or frontier regions, some of these communities resisted capture for several decades. Escaped slaves were recognized as free in Florida (Spanish military tactic to destabilize British colonies)

61. SAQ Practice –HTS/Causation, Continuity & Change Complete the following three tasks: a.Identify Three different factors that led to the growth of African slavery from 1619 to 1750 in the North American British colonies. b.Explain how one of the examples from Part A changed colonial society. c.Explain one way African slaves resisted the dehumanizing aspects of slavery

62. Prompt A Indentured servitude: original, preferred form of labor, however availability of & market for indentured servants declined, especially after Bacon’s Rebellion in Virginia Economics of slave trade & codification of slavery in perpetuity made slave trade attractive to investors Unlike Native Americans, Africans generally had immunities to European diseases due to centuries of prior contact, making Africans more suitable for slavery in a permanent system Development of plantation agriculture w/labor intensive cash crops encouraged growth of slavery

63. Prompt B As a result of the expansion of slavery, planters & slave owners gained more wealth & political power in the areas of the American colonies where plantations thrived The codification of slavery gave rise to distinctive communities of slaves in the American colonies Plantation societies thrived in hotter climates where crops such as sugar, tobacco & rice tobacco, creating regional differences in colonial societies

64. Prompt C African slaves resisted in the following ways: they created strong communities based on families & faith African slaves sometimes rebelled outright such as the Stono Rebellion of 1739 in South Carolina Slaves more subtle forms of resistance included feigning illness, sabotaging equipment or deliberately slowing the pace of their work

65. Key Concept 2.2 The British colonies participated in political, social, and economic exchanges with Great Britain that encouraged both stronger bonds with Britain and resistance to Britain’s control I Transatlantic commercial, religious, philosophical and political exchanges led residents of the British colonies to evolve in their political and cultural attitudes as they became increasingly tied to Britain and one another

66. A.The presence of different European religious and ethnic groups contributed to a significant degree of pluralism and intellectual exchange, which were later enhanced by the Great Awakening and the spread of European Enlightenment ideas B.The British colonies experienced a gradual Anglicization over time, developing autonomous political communities based on English models with influence from inter colonial commercial ties, the emergence of a trans-Atlantic print culture, and the spread of Protestant evangelicalism

67. The Great Awakening – 1730’s & 1740’s a spiritual renewal that swept American Colonies, particularly New England Christians began to disassociate from established approach to worship adopted an approach characterized by great fervor began with George Whitefield in England & crossed over to the American Colonies Awakening allowed people to express emotions to feel greater intimacy with God.

68. Leaders of the Great Awakening George Whitefield Jonathan Edwards

69. 69 What was the Great Awakening? Religious revival movement Evangelicism – “new birth” considered the ultimate religious experience Followers accepted that they were sinners and asked for salvation George Whitefield preaching

70. 70 Before the Great Awakening Before the 1730s, most colonies had two established religions. Congregationalism was the largest religion in New England (Puritans and other dissidents who broke away from the Church of England). Anglicanism was the largest religion in New York and the Southern colonies (same as the Church of England).

71. 71 Old Lights vs. New Lights Churches that grew as a result of the Great Awakening: Presbyterianism, Methodism, Baptism (New Lights) Great Awakening challenged authority and hierarchy of established churches (Old Lights: Congregationalists and Anglicans) Great Awakening said that anybody could be converted and born again. You didn’t need traditional church leadership to decide whether or not you belonged.

72. Significance First unifying experience among colonies/colonists Impact of questioning authority (established Church & leaders) Prepared America for War of Independence revivalism taught people to be bold when confronting religious authority & when churches weren’t living up believers’ expectations, people could break off & form new ones. Emergence & growth of 2 Protestant denominations Baptists & Methodists will overtake in number the established denominations Ivy League colleges for the training of ministers = improved education in the North = increasing literacy

73. The Enlightenment The Enlightenment was an intellectual and cultural movement that started in Europe and spread to America. Enlightenment based on reason & affirmation of natural rights Locke – consent of the governed Voltaire – freedom of religion Montesquieu – separation of powers Rousseau – social contract

74. The ideas of Locke & Montesquieu The period known as the “Enlightenment” in Europe during the 17th and 18th centuries saw the development of new ideas about the rights of people and their relationship to their rulers. John Locke was an Enlightenment philosopher whose ideas, more than any other’s, influenced the American belief in self- government. Montesquieu’s construct of separation of powers: 3 branches w/distinct functions (legislative, executive & judicial) to prevent abuse of power as the basis for state then federal constitution New political ideas about the relationship between people and their government helped to guide the Declaration of Independence.

75. natural rights, consent of the governed & limited government All people are free, equal, and have “natural rights” of life, liberty, and property that rulers cannot take away. All original power resides in the people, and they consent to enter into a “social contract” among themselves to form a gov’t to protect their rights. In return, the people promise to obey the laws and rules established by their gov’t, establishing a system of “ordered liberty.” Gov’t’s powers are limited to those the people have consented to give to it. Whenever gov’t becomes a threat to the people’s natural rights, it breaks the social contract and the people have the right to alter or overthrow it. Locke’s ideas about the sovereignty and rights of the people were a significant departure from the practice of divine right.

76. C.The British government increasingly attempted to incorporate its North American colonies into a coherent, hierarchical and imperial structure in order to pursue mercantilist economic aims, but conflicts with colonists and Native Americans led to erratic enforcement of imperial policies D.Colonists resistance to imperial control drew on local experiences of self-government, evolving ideas of liberty, the political thought of the Enlightenment, greater religious independence and diversity, and an ideology critical of perceived corruption in the imperial system

77. Imperial Federalism England & colonies had constructed essentially de facto federalism England regulated Atlantic commerce – oceanic trade enforced Colonies controlled interior commerce – compliance w/English policies minimal Parliament exercised limited powers & had to gain agreement through colonial assemblies & local officials paid by their localities rather than England ( pre-Revolutionary Era no ‘power of the purse’ ) Significance - arrangement of convenience for England becomes one of Established rights for colonies

78. The British Imperial The colonies existed for the benefit of the mother country Provide needed raw materials Markets for sale of manufactured products This constituted a mercantilist system that was pursued by most European nations As the colonies matured, New England grew further away from mercantilist goals whereas the southern colonies fulfilled the expected functions

79. Colonists Resisted British Efforts Late 17th-century efforts to integrate Britain’s colonies into a coherent, hierarchical imperial structure and pursue mercantilist economic aims met with scant success largely due to varied forms of colonial resistance & conflicts with American Indian groups followed by nearly a half-century of the British government’s relative indifference to colonial governance.

80. Motivations for Resistance Resistance to imperial control in the British colonies drew on: colonial experiences of self-government Town meetings, House of Burgesses, elected governors in RI and CT evolving local ideas of liberty Religious toleration, social mobility, no aristocracy the political thought of the Enlightenment Ideas of John Locke greater religious independence and diversity MD Act of Toleration, Pennsylvania an ideology critical of perceived corruption in the imperial system.

81. Anglicization in the British Colonies. Several factors promoted Anglicization in the British colonies: the growth of autonomous political communities based on English models the development of commercial ties & legal structures the emergence of a trans-Atlantic print culture, Protestant evangelism, religious toleration the spread of European Enlightenment ideas Examples of Anglicization - to make or become English in form or character: Maryland Toleration Act of 1649 founding of Pennsylvania (William Penn, a Quaker) John Locke

82. French & Indian War Also called the Seven Years War w/rivalry between England & France European rivalry extended to North America England & Colonists v. French & Native Americans Colonists & English win yet perceptions of one another not grounded in shared respect English perception of colonists as unworthy of protecting themselves & colonial view of British as arrogant & belief in own capabilities to protect their frontiers. Washington gains military experience Native Americans choose French due to English encroachment on land

83. Albany Plan of Union Delegates to Albany Congress (7 of 13 colonies) meet & develop plan Led by Benjamin Franklin Inter-colonial government to recruit troops & collect taxes for common defense Plan rejected by colonies for reluctant to relinquish tax power & wanting more not less independence from the British British disapprove of giving more power to the colonies Significance – first attempt at colonial political unity & established precedent for congresses of the revolutionary era in 1770’s

84. Philadelphia Gazette – Benjamin Franklin

85. British & Colonial Victory The turning point in the war came when the British asked William Pitt to take over wartime operations. Pitt believed control of North America was critical to England as a world power. British could not afford to lose the war. Pitt committed more troops to the war and replaced old leaders with young ones. gave control of recruitment and supplies to local authorities in the colonies and promised to pay them for their work. Battle of Quebec in 1759 & Montreal in 1760 w/ subsequent Peace of Paris Treaty in 1763

86. Impact – End of Salutary Neglect British dominance of North America(begins era of British Empire & strongest naval force) French lose Canada & only retain port of New Orleans Significant costs of war & defense of colonies incurred by British Desire to reduce Native American & colonial conflict results in Proclamation of 1763 – thwarts settlement West of Appalachian Mountains w/out approval of England Imperial control by British increases tensions w/ colonies accustomed to autonomous, self-government

87. Race, Gender & Class in Colonial America Slavery instituted from 1619 until the Civil War w/race as defining characteristic & subsequent construct of racism for justification – significance/indelible mark beyond historical time periods Free blacks marginalized throughout colonies & statutes disallowing their settlement in both slave & free based colonies Colonial women w/out legal standing & protections Serve as daughters & wives responsible for education & moral development w/in the home Do not have public status or domain Better standard of living in colonies than England for most colonists No titles of aristocracy – socio-economic mobility more available Class status determined by property holdings & planter class of the southern colonies, the wealthiest of all colonists

88. Vocabulary & Concepts for Period 2 – 2.2 Protestant evangelism racial graduations racial stereotyping Pueblo Revolt Anglicanization Intercultural Diverged British Imperial system mercantilist economic Commodities autonomous political communities North American Empire Atlantic World trans-Atlantic print culture Enlightenment ideas religious toleration

89. Themes for Period 2 Causes of migration to colonial North America & analysis of impact of immigration How cultural interaction, cooperation, competition & conflict between empires, nations & peoples influenced political, economic & social developments How ideas about democracy, freedom, & individualism are expressed in cultural values, political institutions and a developing American identity How patterns of exchange, markets & private enterprise developed & analysis of governmental responses to economic issues

90. Themes for Period 2 How geographic & environmental factors shaped communities Analysis of competition & debate for resources with impact on interactions between groups & development of government policies How different group identities to include race, class, ethnic & regional identities emerged & changed over time How & Why political ideas, beliefs, institutions and alignments have developed and changed (Exclude period 2) Impact of religious groups and ideas on American society & political life

91. Themes for Period 2 How artistic, philosophical & scientific ideas developed and shaped society How different labor systems developed and the impact on workers’ lives How ideas about women’s rights and gender impacted society

92. How to Write a Thesis A thesis is a summary of the argument or position made in the rest of the essay. It focuses the essay and provides organizing categories of analysis. A thesis will: TAKE A POSITION! There is no “right answer” but it must fully address the question asked, define terms and present an “argument.” The ability to interpret the evidence and marshal support for the interpretation is the key It is NOT a restatement of the question It IS the taking of a position and using Thinking Skills to: Support Modify Refute Identify organizing categories of analysis, at least 3 applicable to the prompt (social, political, economic, etc)… these should be parallel, or equal in weight, but always begin with the strongest argument. The sequence of the organizing categories of analysis in the thesis must appear in the same order as found in the body paragraphs.

93. Points/Scoring for the Thesis: 0 – Not present 1 = Present but flawed or incomplete 2 = Present 3 = Present & sophisticated

94. Checklist for Thesis Writing: _____ Fully addresses the question asked and offers an interpretation _____ Takes a position _____ Lists categories of analysis _____ Sets the stage by putting the question/response in context