APUSHOctober 3, 2016 & October 4, 2016

Continue with Group Presentations—Period 2, Chapter 2Reminder: Read the Key Concepts Mr. Crossen gave you!

HOMEWORK:What is Colonialism, colony, colonial?

Homework for Monday, October 10 & Tuesday October 11Read Chapter 3, “Colonial Society in the 18th Century,” to page 51-or 55 (2015 edition) and stop at the heading “Education.”Homework for Thursday & Friday: Finish Chapter 3!! Be ready for a quiz

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I. Period 1: 1491-1607 (Continued & into to Period 2) Period 2: 1607-1754 Why?

a. Know – Protestants, Roman Catholics—Church of England, or Anglicans—Puritans, dissenters, “Pilgrims” or Separatists

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1. Vocabulary: Lots of it!a. Look at Overview “The British took pride in their tradition of free farmers

working the land”?

Emphasis on Agriculture = Emphasis on Slavery & Atlantic Slave Trade = Slave Society

b. Read Alternative View always. What does that mean? What does this Alternative View say?

II. Know these:a. Corporate Colonies:

b. Royal Colonies:

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c. Proprietary Colonies:

III. What made the English different than the French & Spanish

a. What does “English brought a tradition of representative government” mean?b. Like what?

IV. Early English Settlements:1. Jamestown:

a. Transition to a Royal Colony—b. Why?

2. Plymouth & Massachusetts Bay:b. Know – Protestants, Roman Catholics—Church of England, or Anglicans—

Puritans, dissenters, “Pilgrims” or Separatists

3. Massachusetts Bay Colony:a. “More moderate dissenters”? Who are they?

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Getting ready for Period 2, 1607-1754, and getting reading for Chapter 2, “The Planting of the British Colonies, 1500-1733”

Remember! You must know the Key Concepts from Period 1 in order to understand the rest!

PERIOD 2: 1607–1754Europeans and American Indians maneuvered and fought fordominance, control, and security in North America, and distinctivecolonial and native societies emerged.

Key Concept 2.1: Differences in imperial goals, cultures, and the NorthAmerican environments that different empires confronted led Europeans todevelop diverse patterns of colonization.

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I. Seventeenth-century Spanish, French, Dutch, and British colonizers embraceddifferent social and economic goals, cultural assumptions, and folkways, resulting invaried models of colonization. (WXT-2) (PEO-1) (WOR-1) (ENV-4)

WXT-2 Analyze how innovations in markets, transportation, and technologyaffected the economy and the different regions of North America from thecolonial period through the end of the Civil War

PEO-1 Explain how and why people moved within the Americas (beforecontact) and to and within the Americas (after contact and colonization)

WOR-1 Explain how imperial competition and the exchange of commoditiesacross both sides of the Atlantic Ocean influenced the origins and patterns ofdevelopment of North American societies in the colonial period

ENV-4 Analyze how the search for economic resources affected social andpolitical developments from the colonial period through Reconstruction

A. Spain sought to establish tight control over the process of colonization in the

Western Hemisphere and to convert and/or exploit the native population.

B. French and Dutch colonial efforts involved relatively few Europeans andused trade alliances and intermarriage with American Indians to acquire fursand other products for export to Europe.

C. Unlike their European competitors, the English eventually sought to establish

colonies based on agriculture, sending relatively large numbers of menand women to acquire land and populate their settlements, while havingrelatively hostile relationships with American Indians.

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. (WOR-1) (WXT-4) (ID-4) (POL-1) (CUL-1)

WOR-1 Explain how imperial competition and the exchange of commoditiesacross both sides of the Atlantic Ocean influenced the origins and patterns ofdevelopment of North American societies in the colonial period

WXT-4 Explain the development of labor systems such as slavery, indenturedservitude, free labor, and sharecropping from the colonial period through theend of the 18th centuryID-4 Explain how conceptions of group identity and autonomy emerged outof cultural interactions between colonizing groups, Africans, and American

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Indians in the colonial era

POL-1 Analyze the factors behind competition, cooperation, and conflictamong different societies and social groups in North America during thecolonial period

CUL-1 Compare the cultural values and attitudes of different European,African American, and native peoples in the colonial period and explain howcontact affected intergroup relationships and conflicts

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 aneffective means to enslave native peoples, and the growing European

demandfor colonial goods led to the emergence of the Atlantic slave trade.

C. Reinforced by a strong belief in British racial and cultural superiority, theBritish system enslaved black people in perpetuity, altered African

genderand kinship relationships in the colonies, and was one factor that led

theBritish colonists into violent confrontations with native peoples.

D. Africans developed both overt and covert means to resist the dehumanizing

aspects of slavery.

III. Along with other factors, environmental and geographical variations, includingclimate and natural resources, contributed to regional differences in what wouldbecome the British colonies. (WXT-2) (WXT-4) (ENV-2) (ID-5) (PEO-5) (CUL-4)

WXT-2 Analyze how innovations in markets, transportation, and technologyaffected the economy and the different regions of North America from thecolonial period through the end of the Civil War

WXT-4 Explain the development of labor systems such as slavery, indenturedservitude, free labor, and sharecropping from the colonial period through theend of the 18th century

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ENV-2 Explain how the natural environment contributed to the developmentof distinct regional group identities, institutions, and conflicts in the precontactperiod through the independence period

ID-5 Analyze the role of economic, political, social, and ethnic factors on theformation of regional identities in what would become the United States fromthe colonial period through the 19th century

PEO-5 Explain how free and forced migration to and within different parts ofNorth America caused regional development, cultural diversity and blending,and political and social conflicts through the 19th century

CUL-4 Analyze how changing religious ideals, Enlightenment beliefs, andrepublican thought shaped the politics, culture, and society of the colonial erathrough the early Republic

A. The New England colonies, founded primarily by Puritans seeking toestablish a community of like-minded religious believers, developed aclose-knit, homogeneous society and — aided by favorable

environmentalconditions — a thriving mixed economy of agriculture and commerce.

B. The demographically, religiously, and ethnically diverse middle coloniessupported a flourishing export economy based on cereal crops, while

theChesapeake colonies and North Carolina relied on the cultivation of

tobacco,a labor-intensive product based on white indentured servants and

Africanchattel.

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.

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October 7& 10

1. FINISH presentations2. Quiz!!3. John Green Crash Course American History Video #2, Colonizing America4. Take notes!5. Practice, if time permits—AP short answers

HOMEWORK READINGs

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Chapter 2, American Pageant, “Planting of the British Colonies.”

Before you do anything—read and know your Period/Content Standards! Take notes according to them—not the chapter.

APUSH Period 2: 1607-1754

Standard 2.1: Differences in imperial goals, cultures, and the North American environments that different empires confronted led to Europeans to develop diverse patters of colonization.??? Discuss all of this! What do these separate words really mean—like colonization?

Fun but difficult part—you read, talk about and try to understand the Content Standards—and then—you try to apply them to the content of the chapter! Difficult stuff? Yep. YOU can do it.

Chapter 2, “Planting of English America, 1500-1733,” American Pageant, 25-42

I. England’s Imperial Stirrings – as we learn—we need to ask ourselves on all of our Period Standards, “Why the dates? Why does Period 2 start at 1607?”

1. Paragraph #1—page 25—just review of Chapter 1. Talks about the Spanish influence . . . then shifts to North America

2. #2—“feeble” comparison between England & Spain—overseas empire3. Protestantism in England—know it—King Henry XIII made England

a Protestant nation instead of Catholic—big deal—Anglican Church established—Anglican? Take a guess at it.

4. Irish resisted? Irish Catholic? England “crushed the Irish uprising with unspeakable atrocities upon native Irish peoples.”

5. England “planted” Protestant lords and confiscated lands from Irish Catholics and the Church—especially monasteries.

Crucial last sentence on page 26—right before Elizabeth Energizes England. Most important item that goes with Content Standard 2.1. I A & B and 2.2. II B—as well as most of the Period Standards of Period 1. Read that sentence together!

In the 1500s, Notice the date? Do we really need to pay a lot of attention to this? NO! Trust K. Hall & Z. Crossen . . . Britain had made only feeble efforts to colonize America. There was a rash of problems hinging on a mix of religion and politics…

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II. Elizabeth Energizes England 1. Francis Drake, Sir Humphrey Gilbert & Sir Walter Raleigh DON’T

REALLY MATTER IN THE LONG RUN!a. Raleigh-- Roanoke Island Colony—The Lost

Colony—“History’s Mysteries . . .”

2. Spain “England’s Foe”—why? Used their new world wealth for—wait for it—remember? To build a navy! But it doesn’t work—1588 Spanish Armada attacked England—lost big time= A Big Turning Point … for US future history—how so? Well with Spain defeated,

1. Britain was not afraid to cross Atlantic—establish colonies—play with the big boys—get some of the loot, piece of the pie, booty, treasure, bounty—whatever you call it . . .

2. England’s victory= “Golden Years” & started them on their naval world dominance for 300 years. Empire, big time.

1. Strong government/ popular monarch. What’s that mean and who is it?

2. Unity—National pride and purpose.3. Golden age of literature—And others . . . Shakespeare.

Elizabethan Literature You will read Willy this year--- remember the background of this time—makes sense when you read R & Juliet.

3. Britain and Spain peace treaty 1604=? You figure it out

III. England on the Eve of the Empire 2B—I WAS WRONG, THE “SCEPTR’D ISLE” IN THIS SENSE IS ENGLAND- NOT IRELAND—SO SORRY! Any guess out there for meaning?

1. 1500s-1600s population boom. Why?By the way, if we were to label the above years as _________ century

and __________ century, what would we say?

2. Landlords “enclosed” land—less or NO land for poor.a. Please read quote on page 27, penultimate

paragraph, “forcing many small farmers into ‘precarious tenancy’ or off the land altogether.” What does that mean? Explain by making a small flow chart that shows the connections from the New World—to tenancy and the ‘poor house.’

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b. “Oh NO!” We have a surplus population! What do we do? Oh Holy Cow! They are poor and may want to take our places! Help us! We are but humble English Gentry—blah blah”

c. Poor could use a plan . . .d. Some manufacturers, like the ‘woolen districts’

had an economic downturn. Workers lots jobs and also wanted a solution.

e. Primogeniture— firstborn son inherits ALL of the father’s land.

4. Add a, b, c, & d together above, with all that you learned about the New World and it equals? _____________________ (Share what you think with your table mates)

3. 1600s, joint-stock company got better. a. What the heck is this? We are student

centered and students show caring for one another. We cannot move on until EVERYBODY at your table knows this concept. No exception! If I ask this on a quiz and Kelly B. doesn’t answer correctly—I will take points out of her tablemates’ scores! Get it? Help out!

b. What were the benefits?c. What were the drawbacks of the earlier stock-

joint ventures? (Think early Jamestown . . .)d. Today’s business

IV. England Plants the Jamestown Seedlings: History’s Mysteries opyright © 2010 by WikiNotes.wikidot.com

1. 1606, King James I –Virginia Company to charter to establish a colony in America.

a. Joint-stock company—quick profits; short term. The goal to turn a quick profit to investors who’d sell out after a year or two.

b. Charter guaranteed colonists (those coming to make $$ for the company) same rights as Englishmen. Ironically, later this guarantee helps “fan the flames” of independence movement.

2. May of 1607—100 or so Englishmen try their luck at Jamestown, Virginia.—not so much a place Virginia—but a name for the “Virgin Queen.” Natives had their own names for places in the New World—some stuck, some didn’t. Michigan?

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a. Troubles for the colony came early and often… 1. Forty would-be settlers died on the boat ride over.2. Problems then emerged including (a) the swampy site

of Jamestown meant poor drinking water and mosquitoes causing malaria and yellow fever, (b) “gentlemen” wasted time looking for gold rather than doing useful tasks (digging wells, building shelter, planting crops), and (c) there were zero women on the initial ship.

b. A supply ship bound for Jamestown in 1609 wrecked in the Bahamas.

3. Their fortune began to change in 1608 when Captain John Smith took control and instituted a strong measure of much-needed discipline.

a. According to legend, Smith was once kidnapped by local Chief Powhatan and then his life spared at the last moment thanks to his daughter Pocahontas.

b. This act may well have been staged, but was intended by Powhatan to show good intentions between Indian and the whites.

c. John Smith’s main contribution was that he gave order and discipline, highlighted by his “no work, no food” policy.

d. Still, the Jamestown settlers died in droves, and resorted to eating “dogges, Catts, rats, and Myce.” One fellow wrote of eating “powdered wife.”

e. Understandably, this was known as the “starving time” in Virginia.

f. The colonists’ next stroke of good fortune came when Lord De La Warr intercepted a ship of settlers who were abandoning the colony. He forced them to return, brought more discipline, and brought much-needed supplies.

4. By 1625, only 1,200 out of nearly 8,000 settlers had survived.V. Cultural Clash in the Chesapeake

1. The whites and Powhatan held a Jekyll and Hyde relationship—they waffled between good relations and bad relations. They raided one another, traded with one another, and fought one another.

2. The First Anglo-Powhatan War ended in 1614. It was sealed by the marriage of Pocahontas to colonist John Rolfe.

a. Together, Pocahontas and Rolfe would develop a sweet tobacco. This would become the cash crop that would save Jamestown.

b. In 1622, the Indians struck again, killing 347 whites, included Rolfe ironically.

3. The Second Anglo-Powhatan War (1644-1646) saw the Indians defeated soundly. The results were…

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a. The Indians were effectively banished from the Chesapeake.b. The notion was born that Indians and whites cannot live

together peaceably—the beginnings of the reservations system were brewing.

4. The Indians fell due to the “three D’s”: disease (smallpox was the worst), disorganization (since they were not united, the whites could fight one tribe at a time), and disposability (since the whites had no use for Indians, they were simply pushed out).

VI. The Indians’ New World 1. The Europeans’ arrival in the New World shocked Native American

and induced unprecedented changes. a. Horses altered Indian lifestyles, especially the Sioux who used

the horse expertly on buffalo hunts.b. Disease was by far the greatest change.

1. Indian blood, since they’d never been exposed to such bacteria, lacked any natural resistance to the white’s diseases.

2. Tribes were devastated. The Catawba of piedmont Carolina, for example, was formed out of remnants of several other tribes.

c. Native Americans wanted firearms, eventually got them, and thus heightened tensions with other tribes and with whites.

2. Indians tried to engage in the trans-Atlantic economy, but had little to no success.

3. Indians along the Atlantic coast were effectively pushed out by war and disease. Those further inland, traded space for time.

VII.Virginia: Child of Tobacco 1. Jamestown’s salvation was found in the form of tobacco.

a. John Rolfe’s sweet tobacco was sought as a cash crop by Europe. Jamestown had finally found its gold.

b. Tobacco also had negative effects… 1. Its success caused settlers to scramble for more land to

cultivate. It also encouraged “land butchery”—farmers would cultivate the land ‘til it gave out, and then just move on.

2. It boosted the plantation economy and created a demand for cheap labor. At first this labor was filled mostly by white indentured servants, and then as the 1600s turned into the 1700s, by black slaves.

3. It built Virginia’s economy on a single item, tobacco. Their economy was thus susceptible to the whims of having “all their eggs in one basket.”

2. Three major things happened in 1619… a. Representative self-government came to America when

Virginians created the House of Burgesses , a basic legislature

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to work out local issues. This set America on a pathway self-rule.

b. The first blacks were brought to America. It’s unclear if they were slaves or indentured servants at this time.

c. A shipload of women arrived. They were young and came with the sole purpose of marrying. This brought Virginia stability and a sense of permanence.

VIII. Maryland: Catholic Haven 1. Religious freedom was the initial motivation for Maryland.

a. Lord Baltimore founded Maryland in 1634.b. Maryland was founded as a haven (safe place) for Catholics to

avoid persecution from Protestants in Europe or in America.c. Growth…

1. Lord Baltimore awarded huge estates to his wealthy, Catholic personal friends.

2. Others that settled were poor and usually Protestant. Tension ensued.

2. However, the sale of tobacco still caused Maryland to flourish.3. Indentured servants bore most of the workload.

a. Black slaves began to replace white indentures as the 1600s turned into the 1700s. Notably, this trend was common in the South and especially in the Chesapeake.

b. The reasons for the switch from white-to-black… 1. The main reason boils down to the desire for a stable

work force by plantation whites.2. White indentures lusted for, and eventually got, land of

their own to the west.3. Black slaves were permanent workers, not seven-year

workers.4. Due to Protestant—Catholic friction, Maryland passed

the Act of Toleration, guaranteed religious toleration to all Christians, Protestant or Catholic.

c. Still, the death penalty was deemed for anyone denying the divinity of Jesus, namely Jews and atheists.

d. In sum, despite the fact above and Protestant—Catholic issues, Maryland was more religiously tolerant than intolerant.

IX. The West Indies: Way Station to Mainland America 1. The West Indies (Caribbean Islands) had early on been colonized by

Spain, Portugal. France and England followed a. Now with the decline of Spain and Portugal, the British sought

to beef up their foothold in the islands.b. England had several islands their, especially Jamaica by 1655.

2. Sugar was grown on the Caribbean plantations. a. This was exactly what the Spanish and Portuguese had done.b. These sugar plantations were brutal…

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1. Sugar is a labor-intensive crop.2. It was very hot and humid and unhealthy work.3. The usual thing was to work a slave until death, then get

another one.3. The initial plan was to use Indian labor. That plan failed when disease

killed an estimated 90% of Indians. Slavery then turned to Africans.4. Since so many slaves were needed and brought in, the white—black

ratio tilted more toward blacks than anywhere in the New World. This frightened the whites!

a. Due to fear, whites instituted strict “slave codes” or rules designed to keep slaves in control. Notable was the Barbados slave code of 1661, which saw its ideas channel up to South Carolina.

b. Also, punishment could be as cruel as anywhere on these plantations to keep order.

1. Typically, Africans were first brought to the West Indies to “be seasoned.” This meant that any ideas of revolt from possible “trouble-makers” were beaten out of them.

2. From there, slaves either stayed in the West Indies or were distributed to South or North America.

X. Colonizing the Carolinas 1. England in the 1600s was a political rollercoaster ride.

a. King Charles I was beheaded. Oliver Cromwell ruled as a religious dictator for 10 years, then Charles II was placed on the throne in “The Restoration”—the kingdom was restored to England.

b. Simply put, after all the turmoil of a Civil War to oust a king, the Brits ironically just went back to a king.

1. Much of the chaos interrupted colonization, but with the restoration and stability again, Charles II was determined to return to the colonies with vigor.

2. Carolina was formally begun in 1670 and named after Charles II.

2. Carolina began to prosper due to ties to the West Indies, mainly due to the great natural harbor at Charleston.

a. The Barbados slave codes (strict rules to regulate slaves) were imported to Carolina.

b. The slave trade prospered as well. 1. Africans were shipped in from the West Indies.2. Despite protests, Indians were shipped out to the West

Indies and also to Rhode Island. For example, a Rhode Island town had 200 Indian slaves in 1730.

3. Tobacco could not be grown in Carolina, but rice could. Rice became the main crop there.

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a. African slaves were sought to work the rice plantations, due to (a) their resistance to malaria and just as importantly, (b) their knowledge of and experience with rice.

4. Charleston flourished and quickly took on an aristocratic air. Prosperity brought something of a pompous flavor. This is one reason that the northern section of Carolina eventually split—they were much more down-to-the-earth folks.

5. Carolina had occasional trouble with nearby Florida. Florida was foreign land and held Indians and Spaniards—both enemies to the English. Still, Carolina held on.

XI. The Emergence of North Carolina 1. As tobacco land in the Chesapeake (Virginia) began to run out, people

just walked down into Carolina. a. These farmers were “squatters”—they just took up the land

and started farming it.2. These North Carolinians began to develop their own sense of who

they were… a. They were independent-minded. This was typical of a small

farmer who scratched his own living out of the soil. This was due to…

1. They were geographically isolated and on their own.2. It’s as though they asked, “Why would I want someone

telling me how to run my life, I’m making my own life right out of the ground?”

3. They resented the more established political figures along the East coast making rules and regulations for them. This is an important trend in the vein of Bacon’s Rebellion and Shays’ Rebellion.

3. Thus, two “flavors” of Carolinians developed: (a) the aristocratic and wealthier down south around Charleston and rice & indigo plantations, and (b) the strong-willed and independent-minded up north on small tobacco farms.

4. So in 1712, North and South Carolina were separated officially.5. Indian—white troubles…

a. The Tuscarora Indians attacked in 1711. 1. The Carolinians successfully defended themselves.2. The Indians were sold into slavery.3. Others traveled north and eventually became the 6th

nation of the Iroquois Confederacy.b. By 1720, the Indians had been “cleared out” along the Atlantic

seaboard. 1. A sad trend was clear by this time—as the frontier

moved westward, the American Indians would continually be defeated, killed by disease, and/or dislodged from their homes.

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2. The foothills and Appalachian Mountains would be the next Indian vs. white battlefield.

XII.Late-Coming Georgia: The Buffer Colony 1. Georgia was established with the purpose that it would be a buffer

zone or cushion between Spanish Florida and the British colonies along the Atlantic coast.

a. Florida was considered a wild, unpredictable, and dangerous land with Spaniards, runaway slaves, and Indians, all hostile to the American colonies.

2. James Oglethorpe founded Georgia in 1733 and named after King George II.

a. As well as being a buffer zone, Georgia held the goal of being a place where debtors could get a second chance.

b. It was also a dumping ground for English criminals.c. Oglethorpe fended off Spanish attacks and saved the “Charity

Colony.”3. Any Christian, except for Catholics, was permitted in Georgia.

a. Missionaries tried to convert the Indians to Christianity.b. John Wesley, the founder of Methodism, was the best known

of these missionaries.4. Georgia began humbly, and grew slowly, but it did survive.

XIII. The Plantation Colonies 1. Slavery took place in all of the plantation colonies down South.2. Forests frequently stunted the growth of cities.3. Schools and churches, and even towns, were often stunted since

Southerners were so spread out.4. Crops were grown as such:

a. Tobacco – in the Chesapeake region (Virginia, Maryland, North Carolina)

b. Rice and indigo – in the tidewater region of South Carolina and Georgia

5. As a general rule, the plantation South permitted a good deal of religious freedom. Southerners were more interested in making money and growing crops than worrying over church doctrine.

6. White vs. Indian conflicts was frequent.XIV. Makers of America: The Iroquois

1. The Iroquois consisted of five tribes: the Mohawk, Oneida, Onondaga, Cayuga, and the Seneca. The tribes united into the "Iroquois Confederation" under the legendary leader Hiawatha.

a. The confederation was very strong and was a force when threatened by the whites.

b. Eventually, the whites' disease, whiskey, and weapons threatened the Iroquois' survival.

2. The Iroquois lived in "longhouses." The women held an unusually high rank—a man's prominence was linked to his mother's family.

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3. The wars of colonial America ripped the Iroquois lifestyle apart. Many fled to Canada and others went to lives on reservations.

a. Like many Indians, reservation life was a pitiful mix of depression, alcoholism, poverty, and feuding.

b. A prophet named Handsome Lake had a vision. He then convinced his people to change their ways. His influence still lives in the "Longhouse" religion.

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