1. APUSH Review: Key Concept 2.1
Period 2:
APUSH Review: Key Concept 2.1
Everything You Need To Know About Key Concept 2.1 To Succeed In APUSH

2. 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?

3. 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
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
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
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

4. Key Concept 2.1, 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.” - Page 27 of the Curriculum Framework
English colonies encouraged immigration of men, women, and families and rarely intermarried with natives and/or Africans
Headright system encouraged more immigrants since landowners would receive additional land
Natives were often seen as “savages”
Helped lead to racial hierarchy
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

5. Key Concept 2.1, II Continued
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

6. 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 the West Indies (Barbados) sugar cultivation was a major part of the economy
Like South Carolina and Georgia, slave labor was heavily used
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

7. Key Concept 2.1, III Most of New England was based on Puritan beliefs:
“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
Big into education so they and their kids can read the Bible… establish Harvard as a college to train up missionaries and preachers.
New England economy:
Some agriculture, fishing, commerce – Boston becomes a major port city
Colder climate, rocky terrain did not allow large plantations

8. Middle Colonies:
Tended to be the most diverse demographically, religiously, and ethnically
Quakers in Pennsylvania (William Penn) – religiously tolerant
Women in Pennsylvania had more rights – Quakers allowed women equal positions in church
Immigrants from Germany

9. We shall be a City Upon a Hill!
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
We shall be a City Upon a Hill!

10. APUSH Review: Key Concept 2.2
Period 2:
APUSH Review: Key Concept 2.2
Everything You Need To Know About Key Concept 2.2 To Succeed In APUSH

11. 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?

12. Key Concept 2.2, I
“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 (7 Years) War, almost all natives were allied with the French – not the Iroquois

13. Key Concept 2.2, I Cont.
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
Britain passed acts to raise $ - Molasses Act; many colonists smuggled
Would become a major point of contention between 1763 and 1776

14. Key Concept 2.2, II
“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 natives and English in Wampanoags (King Philip – Metacomet)
Native were rarely a threat in New England after war

15. Key Concept 2.2, II
Spanish colonization tended to be more accommodating (after Pueblo Revolt) than English
Spain allowed more freedoms for Pueblos after revolt
English settlers tended to see natives as “savages” or “heathens”
Some Puritans sought to convert natives, many viewed them as disposable
American Indian warfare became more dangerous after European contact:
Tribes traded for guns and other advanced weapons
King Philip’s War was one of the bloodiest early native wars

16. 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

17. APUSH Review: Pueblo Revolt (Pope’s Rebellion)
Everything You Need To Know About The Pueblo Revolt To Succeed In APUSH

18. The New Curriculum And The Pueblo Revolt
Key Concept 2.2, II, 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.”
Page 30 of the Curriculum framework
The Pueblo Revolt was a watershed event in Spanish colonization
Since it is mentioned specifically, you should be very familiar with it

19. Background Info Pueblos: Spanish ruled the Pueblos harshly
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

20. The Rebellion Why did it occur? What happened? Significance?
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
Led to more blending of cultures

21. Test Tips Multiple-Choice Questions: Essay Questions:
Impact of the revolt – Spanish were more accommodating
Essay Questions:
Comparing Spanish interactions with Natives against the French and English

22. APUSH Review: Key Concept 2.3
Period 2:
APUSH Review: Key Concept 2.3
Everything You Need To Know About Key Concept 2.3 To Succeed In APUSH

23. 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?

24. Key Concept 2.3, 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.” - 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
Many merchants defied Navigation Acts and traded goods with the French, Dutch, and Spanish

25. Key Concept 2.3, I Cont.
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

26. Key Concept 2.3, I Cont.
Strict racial categories and racial stereotyping emerged among British colonists
Blacks and whites lived in separate living quarters and were segregated throughout the day
Similar to natives, Africans were often seen as “savages” and less than human to justify treatment
Any resistance to slavery was treated harshly
The Spanish and French were more accepting of racial gradations
Emergence of mullatos and mestizos in the Spanish Empire

27. Key Concept 2.3, 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.” - 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

28. Key Concept 2.3, II
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
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 7 Years War

29. Key Concept 2.3, II Cont.
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

30. Natural Rights include, life, liberty, and BBQ
Test Tips
Multiple-Choice and Short Answer Questions :
Impact of the Enlightenment:
How did ideas spread? Why were they appealing?
Essay Questions:
Reasons for and effects of new colonial identity
Natural Rights include, life, liberty, and BBQ

31. APUSH Review: The Enlightenment
Everything You Need To Know About The Enlightenment To Succeed In APUSH

32. 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

33. Background Info What was it? When did it occur?
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

34. 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

35. 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

36. Test Tips Multiple-Choice and Short Answer Questions: Essay 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?
It’s Common Sense!