| correlation_guide_kennedy_ap_16e.pdf |
THEMES
You must choose a theme to focus on for the entire Semester. You must tie your theme to the particular period we are covering, using specific evidence. You will tie your themes together in timed writings. We do this to help you achieve the last "Complex Thinking" point on the LEQ and DBQ Rubrics.
THEME 1: AMERICAN AND NATIONAL IDENTITY (NAT/ID)
This theme focuses on how and why definitions of American and national identity and values have developed among the diverse and changing population of North America as well as on related topics, such as citizenship, constitutionalism, foreign policy, assimilation, and American exceptionalism.
THEME 2: WORK, EXCHANGE, AND TECHNOLOGY (WXT)
This theme focuses on the factors behind the development of systems of
economic exchange, particularly the role of technology, economic markets,
and government.
THEME 3: GEOGRAPHY AND THE ENVIRONMENT (GEO/ENV)
This theme focuses on the role of geography and both the natural and
human-made environments in the social and political developments in what
would become the United States.
THEME 4: MIGRATION AND SETTLEMENT (MIG/PEO)
This theme focuses on why and how the various people who moved to and
within the United States both adapted to and transformed their new social
and physical environments.
THEME 5: POLITICS AND POWER (POL)
This theme focuses on how different social and political groups have
influenced society and government in the United States as well as how
political beliefs and institutions have changed over time.
THEME 6: AMERICA IN THE WORLD (WOR)
This theme focuses on the interactions between nations that affected
North American history in the colonial period and on the influence of the
United States on world affairs.
THEME 7: AMERICAN AND REGIONAL CULTURE (ARC/CULT)
This theme focuses on the how and why national, regional, and group cultures developed and changed as well as how culture has shaped government policy and the economy. This theme focuses on how the cultural attributes of music, literature, art, and dance develop and change as well as the impact that these attributes have on the broader society.
THEME 8: SOCIAL STRUCTURES (SOC)
This theme focuses on how and why systems of social organization
develop and change as well as the impact that these systems have on the
broader society.
THEMES
You must choose a theme to focus on for the entire Semester. You must tie your theme to the particular period we are covering, using specific evidence. You will tie your themes together in timed writings. We do this to help you achieve the last "Complex Thinking" point on the LEQ and DBQ Rubrics.
THEME 1: AMERICAN AND NATIONAL IDENTITY (NAT/ID)
This theme focuses on how and why definitions of American and national identity and values have developed among the diverse and changing population of North America as well as on related topics, such as citizenship, constitutionalism, foreign policy, assimilation, and American exceptionalism.
THEME 2: WORK, EXCHANGE, AND TECHNOLOGY (WXT)
This theme focuses on the factors behind the development of systems of
economic exchange, particularly the role of technology, economic markets,
and government.
THEME 3: GEOGRAPHY AND THE ENVIRONMENT (GEO/ENV)
This theme focuses on the role of geography and both the natural and
human-made environments in the social and political developments in what
would become the United States.
THEME 4: MIGRATION AND SETTLEMENT (MIG/PEO)
This theme focuses on why and how the various people who moved to and
within the United States both adapted to and transformed their new social
and physical environments.
THEME 5: POLITICS AND POWER (POL)
This theme focuses on how different social and political groups have
influenced society and government in the United States as well as how
political beliefs and institutions have changed over time.
THEME 6: AMERICA IN THE WORLD (WOR)
This theme focuses on the interactions between nations that affected
North American history in the colonial period and on the influence of the
United States on world affairs.
THEME 7: AMERICAN AND REGIONAL CULTURE (ARC/CULT)
This theme focuses on the how and why national, regional, and group cultures developed and changed as well as how culture has shaped government policy and the economy. This theme focuses on how the cultural attributes of music, literature, art, and dance develop and change as well as the impact that these attributes have on the broader society.
THEME 8: SOCIAL STRUCTURES (SOC)
This theme focuses on how and why systems of social organization
develop and change as well as the impact that these systems have on the
broader society.
CORRELATIONS BETWEEN THE AP TEXT, AP PERIODS, AND AP THEMES
AP Period 1: 1491–1607
On a North American continent controlled by American Indians, contact among the peoples of Europe, the Americas, and West Africa created a new world. Chapters 1, 2
Key Concept 1.1
Before the arrival of Europeans, native populations in North America developed a wide variety of social, political and economic structures based in part on interactions with the environment and each other. Chapter 1
I. As settlers migrated and settled across the vast expanse of North America over time, they developed quite different and increasingly complex societies by adapting to and transforming their diverse environments. (PEO-1) (ENV-1) (ENV-2)
• Peopling the Americas (pp. 5–8)
• The Earliest Americans (pp. 8–10)
Key Concept 1.2
European overseas expansion resulted in the Columbian Exchange, a series of interactions and adaptations among societies across the Atlantic. Chapters 1, 2
I. The arrival of Europeans in the Western Hemisphere in the 15th and 16th centuries triggered extensive demographic and social changes on both sides of the Atlantic.
(PEO-4) (PEO-5) (ENV-1) (WXT-1) (WXT-4) (WOR-1)
• When Worlds Collide (pp. 14–15)
• The Indians’ New World (pp. 31–32)
II. European expansion into the Western Hemisphere caused intense social/religious, political, and economic competition in Europe and the promotion of empire building.
(ENV-1) (ENV-4) (WXT-1) (WOR-1) (POL-1)
• Exploration and Imperial Rivalry (pp. 20–22) • England’s Imperial Stirrings (p. 25)
Key Concept 1.3
Contacts among American Indians, Africans and Europeans challenged the worldviews of each group.
Chapter 1
I. European overseas expansion and sustained contacts with Africans and American Indians dramatically altered European views of social, political, and economic relationships among and between white and nonwhite peoples.
(CUL-1)
• Europeans Enter Africa (pp. 11–13)
• The Conquest of Mexico and Peru (pp. 15–20)
• Contending Voices: Europeans and Indians (p. 16)
II. Native peoples and Africans in the Americas strove to maintain their political and cultural autonomy in the face of European challenges to their independence and core beliefs.
(ID-4) (POL-1) (CUL-1) (ENV-2)
• When Worlds Collide (pp. 14–15)
• The Conquest of Mexico and Peru (pp. 15–20)
• Exploration and Imperial Rivalry (pp. 20–22)
Period 2: 1607–1754
Europeans and American Indians maneuvered and fought for dominance, control, and security in North America, and distinctive colonial and native societies emerged. Chapters 1, 2, 3, 4, 5
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. Chapters 1, 2, 3, 4, 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.
(WXT-2) (PEO-1) (WOR-1) (ENV-4)
• Exploration and Imperial Rivalry (pp. 20–22)
• England’s Imperial Stirrings (p. 25)
• Elizabeth Energizes England (pp. 25–27)
• England on the Eve of Empire (pp. 27–28)
• England Plants the Jamestown Seedling (pp. 28–29)
• Virginia: Child of Tobacco (pp. 32–33)
• Maryland: Catholic Haven (p. 33)
• The West Indies: Way Station to Mainland America (pp. 33–35)
• Colonizing the Carolinas (pp. 35–36)
• The Emergence of North Carolina (pp. 36–37)
• Late-Coming Georgia: The Buffer Colony (p. 37)
• The Plantation Colonies (p. 37)
• The Protestant Reformation Produces Puritanism (pp. 42–43)
• The Pilgrims End Their Pilgrimage at Plymouth (pp. 43–44)
• The Bay Colony Bible Commonwealth (pp. 44–45)
• The Rhode Island “Sewer” (p. 47)
• New England Spreads Out (pp. 47–48)
• Old Netherlanders at New Netherland (pp. 52–53)
• Penn’s Holy Experiment in Pennsylvania (pp. 54–55)
• France Finds a Foothold in Canada (pp. 101–102)
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)
• Virginia: Child of Tobacco (pp. 32–33)
• The West Indies: Way Station to Mainland America (pp. 33–35)
• The Tobacco Economy (pp. 63–64)
• Colonial Slavery (pp. 64–69)
• Examining the Evidence: An Indentured Servant’s Contract, 1746 (p. 65)
• Thinking Globally: The Atlantic Slave Trade, 1500–1860 (pp. 66–67)
• The Structure of Colonial Society (pp. 84–85)
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.
(WXT-2) (WXT-4) (ENV-2) (ID-5) (PEO-5) (CUL-4)
• Virginia: Child of Tobacco (pp. 32–33)
• The West Indies: Way Station to Mainland America (pp. 33–35)
• The Plantation Colonies (p. 37)
• The Bay Colony Bible Commonwealth (pp. 44–45)
• New England Spreads Out (pp. 47–48)
• The New England Way of Life (pp. 74–75)
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. Chapters 2, 3, 5, 6
I. Competition over resources between European rivals led to conflict within and between North American colonial possessions and American Indians.
(WXT1) (PEO-1) (WOR-1) (POL-1) (ENV-1)
• Cultural Clashes in the Chesapeake (pp. 30–31)
• Puritans Versus Indians (pp. 48–49)
• Friction with English and Swedish Neighbors (p. 53)
• New France Fans Out (pp. 102–103)
• The Clash of Empires (pp. 103–105)
• Global War and Colonial Disunity (pp. 107–109)
• Restless Colonists (pp. 111–113)
II. Clashes between European and American Indian social and economic values caused changes in both cultures.
(ID-4) (WXT-1) (PEO-4) (PEO-5) (POL-1) (CUL-1)
• The Indians’ New World (pp. 31–32)
• Makers of America: The Iroquois (pp. 38–39)
• Puritans versus Indians (pp. 48–49)
• A Mingling of the Races (pp. 78–80)
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. Chapters 3, 4, 5, 6, 7
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.
(WXT-1) (WXT-4) (WOR-1) (WOR-2) (CUL-4)
• Penn’s Holy Experiment in Pennsylvania (pp. 54–55)
• The Tobacco Economy (pp. 63–64)
• Colonial Slavery (pp. 64–69)
• Examining the Evidence: An Indentured Servant’s Contract, 1746 (p. 65)
• Thinking Globally: The Atlantic Slave Trade, 1500–1860 (pp. 66–67)
• Southern Society (pp. 69–70)
• Life in the New England Towns (pp. 72–73)
• The New England Way of Life (pp. 74–75)
• The Early Settlers’ Days and Ways (pp. 75–76)
• A Mingling of the Races (pp. 78–80)
• Africans in America (pp. 80–81)
• Makers of America: From African to African American (pp. 82–83)
• The Structure of Colonial Society (pp. 84–85)
• Workaday America (pp. 85–87)
• The Great Awakening (pp. 90–91)
• A Provincial Culture (pp. 93–95)
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.
(WOR-1) (WOR-2) (ID-1) (CUL-4)
• Andros Promotes the First American Revolution (pp. 50–52)
• The Great Awakening (pp. 90–91)
• The Great Game of Politics (pp. 95–97)
• The Clash of Empires (pp. 103–105)
• Restless Colonists (pp. 111–113)
• The Deep Roots of Revolution (pp. 117–118) NOTE: The concept of republicanism is discussed in detail later in Ch. 8
AP Period 1: 1491–1607
On a North American continent controlled by American Indians, contact among the peoples of Europe, the Americas, and West Africa created a new world. Chapters 1, 2
Key Concept 1.1
Before the arrival of Europeans, native populations in North America developed a wide variety of social, political and economic structures based in part on interactions with the environment and each other. Chapter 1
I. As settlers migrated and settled across the vast expanse of North America over time, they developed quite different and increasingly complex societies by adapting to and transforming their diverse environments. (PEO-1) (ENV-1) (ENV-2)
• Peopling the Americas (pp. 5–8)
• The Earliest Americans (pp. 8–10)
Key Concept 1.2
European overseas expansion resulted in the Columbian Exchange, a series of interactions and adaptations among societies across the Atlantic. Chapters 1, 2
I. The arrival of Europeans in the Western Hemisphere in the 15th and 16th centuries triggered extensive demographic and social changes on both sides of the Atlantic.
(PEO-4) (PEO-5) (ENV-1) (WXT-1) (WXT-4) (WOR-1)
• When Worlds Collide (pp. 14–15)
• The Indians’ New World (pp. 31–32)
II. European expansion into the Western Hemisphere caused intense social/religious, political, and economic competition in Europe and the promotion of empire building.
(ENV-1) (ENV-4) (WXT-1) (WOR-1) (POL-1)
• Exploration and Imperial Rivalry (pp. 20–22) • England’s Imperial Stirrings (p. 25)
Key Concept 1.3
Contacts among American Indians, Africans and Europeans challenged the worldviews of each group.
Chapter 1
I. European overseas expansion and sustained contacts with Africans and American Indians dramatically altered European views of social, political, and economic relationships among and between white and nonwhite peoples.
(CUL-1)
• Europeans Enter Africa (pp. 11–13)
• The Conquest of Mexico and Peru (pp. 15–20)
• Contending Voices: Europeans and Indians (p. 16)
II. Native peoples and Africans in the Americas strove to maintain their political and cultural autonomy in the face of European challenges to their independence and core beliefs.
(ID-4) (POL-1) (CUL-1) (ENV-2)
• When Worlds Collide (pp. 14–15)
• The Conquest of Mexico and Peru (pp. 15–20)
• Exploration and Imperial Rivalry (pp. 20–22)
Period 2: 1607–1754
Europeans and American Indians maneuvered and fought for dominance, control, and security in North America, and distinctive colonial and native societies emerged. Chapters 1, 2, 3, 4, 5
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. Chapters 1, 2, 3, 4, 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.
(WXT-2) (PEO-1) (WOR-1) (ENV-4)
• Exploration and Imperial Rivalry (pp. 20–22)
• England’s Imperial Stirrings (p. 25)
• Elizabeth Energizes England (pp. 25–27)
• England on the Eve of Empire (pp. 27–28)
• England Plants the Jamestown Seedling (pp. 28–29)
• Virginia: Child of Tobacco (pp. 32–33)
• Maryland: Catholic Haven (p. 33)
• The West Indies: Way Station to Mainland America (pp. 33–35)
• Colonizing the Carolinas (pp. 35–36)
• The Emergence of North Carolina (pp. 36–37)
• Late-Coming Georgia: The Buffer Colony (p. 37)
• The Plantation Colonies (p. 37)
• The Protestant Reformation Produces Puritanism (pp. 42–43)
• The Pilgrims End Their Pilgrimage at Plymouth (pp. 43–44)
• The Bay Colony Bible Commonwealth (pp. 44–45)
• The Rhode Island “Sewer” (p. 47)
• New England Spreads Out (pp. 47–48)
• Old Netherlanders at New Netherland (pp. 52–53)
• Penn’s Holy Experiment in Pennsylvania (pp. 54–55)
• France Finds a Foothold in Canada (pp. 101–102)
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)
• Virginia: Child of Tobacco (pp. 32–33)
• The West Indies: Way Station to Mainland America (pp. 33–35)
• The Tobacco Economy (pp. 63–64)
• Colonial Slavery (pp. 64–69)
• Examining the Evidence: An Indentured Servant’s Contract, 1746 (p. 65)
• Thinking Globally: The Atlantic Slave Trade, 1500–1860 (pp. 66–67)
• The Structure of Colonial Society (pp. 84–85)
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.
(WXT-2) (WXT-4) (ENV-2) (ID-5) (PEO-5) (CUL-4)
• Virginia: Child of Tobacco (pp. 32–33)
• The West Indies: Way Station to Mainland America (pp. 33–35)
• The Plantation Colonies (p. 37)
• The Bay Colony Bible Commonwealth (pp. 44–45)
• New England Spreads Out (pp. 47–48)
• The New England Way of Life (pp. 74–75)
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. Chapters 2, 3, 5, 6
I. Competition over resources between European rivals led to conflict within and between North American colonial possessions and American Indians.
(WXT1) (PEO-1) (WOR-1) (POL-1) (ENV-1)
• Cultural Clashes in the Chesapeake (pp. 30–31)
• Puritans Versus Indians (pp. 48–49)
• Friction with English and Swedish Neighbors (p. 53)
• New France Fans Out (pp. 102–103)
• The Clash of Empires (pp. 103–105)
• Global War and Colonial Disunity (pp. 107–109)
• Restless Colonists (pp. 111–113)
II. Clashes between European and American Indian social and economic values caused changes in both cultures.
(ID-4) (WXT-1) (PEO-4) (PEO-5) (POL-1) (CUL-1)
• The Indians’ New World (pp. 31–32)
• Makers of America: The Iroquois (pp. 38–39)
• Puritans versus Indians (pp. 48–49)
• A Mingling of the Races (pp. 78–80)
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. Chapters 3, 4, 5, 6, 7
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.
(WXT-1) (WXT-4) (WOR-1) (WOR-2) (CUL-4)
• Penn’s Holy Experiment in Pennsylvania (pp. 54–55)
• The Tobacco Economy (pp. 63–64)
• Colonial Slavery (pp. 64–69)
• Examining the Evidence: An Indentured Servant’s Contract, 1746 (p. 65)
• Thinking Globally: The Atlantic Slave Trade, 1500–1860 (pp. 66–67)
• Southern Society (pp. 69–70)
• Life in the New England Towns (pp. 72–73)
• The New England Way of Life (pp. 74–75)
• The Early Settlers’ Days and Ways (pp. 75–76)
• A Mingling of the Races (pp. 78–80)
• Africans in America (pp. 80–81)
• Makers of America: From African to African American (pp. 82–83)
• The Structure of Colonial Society (pp. 84–85)
• Workaday America (pp. 85–87)
• The Great Awakening (pp. 90–91)
• A Provincial Culture (pp. 93–95)
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.
(WOR-1) (WOR-2) (ID-1) (CUL-4)
• Andros Promotes the First American Revolution (pp. 50–52)
• The Great Awakening (pp. 90–91)
• The Great Game of Politics (pp. 95–97)
• The Clash of Empires (pp. 103–105)
• Restless Colonists (pp. 111–113)
• The Deep Roots of Revolution (pp. 117–118) NOTE: The concept of republicanism is discussed in detail later in Ch. 8
Further Breakdown . . .
PERIOD 1: 1491–1607
Key Concept 1.1 — As native populations migrated and settled across the vast expanse of North America over time, they developed distinct and increasingly complex societies by adapting to and transforming their diverse environments.
I. Different native societies adapted to and transformed their environments through innovations in agriculture, resource use, and social structure.
A. The spread of maize cultivation from present-day Mexico northward into the present day American Southwest and beyond supported economic development, settlement, advanced irrigation, and social diversification among societies.
B. Societies responded to the aridity of the Great Basin and the grasslands of the western
Great Plains by developing largely mobile lifestyles.
C. In the Northeast, the Mississippi River Valley, and along the Atlantic seaboard some societies developed mixed agricultural and hunter-gatherer economies that favored the development of permanent villages.
D. Societies in the Northwest and present-day California supported themselves by hunting and gathering, and in some areas developed settled communities supported by the vast resources of the ocean.
Key Concept 1.2 — Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange and significant social, cultural, and political changes on both sides of the Atlantic Ocean.
I. European expansion into the Western Hemisphere generated intense social, religious, political, and economic competition and changes within European societies.
A. European nations’ efforts to explore and conquer the New World stemmed from a search for new sources of wealth, economic and military competition, and a desire to spread Christianity.
B. The Columbian Exchange brought new crops to Europe from the Americas, stimulating European population growth, and new sources of mineral wealth, which facilitated the
European shift from feudalism to capitalism.
C. Improvements in maritime technology and more organized methods for conducting international trade, such as joint-stock companies, helped drive changes to economies in Europe and the Americas.
II. The Columbian Exchange and development of the Spanish Empire in the Western Hemisphere resulted in extensive demographic, economic, and social changes.
A. Spanish exploration and conquest of the Americas were accompanied and
furthered by widespread deadly epidemics that devastated native populations and by the introduction of crops and animals not found in the Americas.
B. In the encomienda system, Spanish colonial economies marshaled Native American
labor to support plantation-based agriculture and extract precious metals and other
resources.
C. European traders partnered with some West African groups who practiced slavery to forcibly extract slave labor for the Americas. The Spanish imported enslaved Africans to labor in plantation agriculture and mining.
D. The Spanish developed a caste system that incorporated, and carefully defined the status of, the diverse population of Europeans, Africans, and Native Americans in their empire.
III. In their interactions, Europeans and Native Americans asserted divergent
worldviews regarding issues such as religion, gender roles, family, land use, and power.
A. Mutual misunderstandings between Europeans and Native Americans often defined the early years of interaction and trade as each group sought to make sense of the other. Over
time, Europeans and Native Americans adopted some useful aspects of each other’s
culture.
B. As European encroachments on Native Americans’ lands and demands on their labor increased, native peoples sought to defend and maintain their political sovereignty, economic prosperity, religious beliefs, and concepts of gender relations through diplomatic
negotiations and military resistance. (Pope's Rebellion Pueblo Revolt)
C. Extended contact with Native Americans and Africans fostered a debate among
European religious and political leaders about how non-Europeans should be treated, as well as evolving religious, cultural, and racial justifications for the subjugation of Africans and Native Americans.
PERIOD 2: 1607–1754
Key Concept 2.1 — Europeans developed a variety of colonization and migration patterns, influenced by different imperial goals, cultures, and the varied North American environments where they settled, and they competed with each other and American Indians for resources.
I. Spanish, French, Dutch, and 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.
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 American Indians to build economic and diplomatic relationships and acquire furs and other products for export to Europe.
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. (Joint-Stock Companies)
II. In the 17th century, early British colonies developed along the Atlantic coast, with regional differences that reflected various environmental, economic, cultural, and demographic factors.
A. The Chesapeake and North Carolina colonies grew prosperous exporting tobacco—a labor-intensive product initially cultivated by white, mostly male 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 mixed economy of agriculture and commerce. (Puritans, Town Meetings)
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 greater cultural, ethnic, and religious diversity and tolerance.
D. The colonies of the southern Atlantic coast and the British West Indies used long growing seasons to develop plantation economies based on exporting staple crops. They depended on the labor of enslaved Africans, who of ten constituted the majority of the population in these areas and developed their own forms of cultural
E. 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 in 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. ("Salutary Neglect")
III. Competition over resources between European rivals and American Indians encouraged industry and trade and led to conflict in the Americas.
A. An Atlantic economy developed in which goods, as well as enslaved Africans and American Indians, 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 American Indian communities, stimulating cultural and economic changes and spreading epidemic diseases that caused radical demographic shifts.
C. Interactions between European rivals and American Indian populations fostered both accommodation and conflict. French, Dutch, British, and Spanish colonies allied with and armed American Indian groups, who frequently sought alliances with Europeans against other
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.
E. British conflicts with American Indians over land, resources, and political boundaries led to military confrontations, such as Metacom’s War (King Philip’s War) in New England.
F. American Indian resistance to Spanish colonizing efforts in North America, particularly
after the Pueblo Revolt, led to Spanish accommodation of some aspects of American Indian culture in the Southwest.
Key Concept 2.2 — The British colonies participated in political,
social, cultural, 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.
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 first 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 intercolonial commercial ties, the emergence of a trans-Atlantic print culture, and the spread of Protestant evangelicalism.
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 American Indians 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.
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 the southern Atlantic coast had large numbers of enslaved workers, while the great majority of enslaved Africans were sent to the West Indies.
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. (Indentured Servants)
C. Africans developed both overt and covert means to resist the dehumanizing aspects of slavery and maintain their family and gender systems, culture, and religion.
________________________________________
PERIOD 3: 1754–1800
To be covered in the next Reading Guide
Key Concept 1.1 — As native populations migrated and settled across the vast expanse of North America over time, they developed distinct and increasingly complex societies by adapting to and transforming their diverse environments.
I. Different native societies adapted to and transformed their environments through innovations in agriculture, resource use, and social structure.
A. The spread of maize cultivation from present-day Mexico northward into the present day American Southwest and beyond supported economic development, settlement, advanced irrigation, and social diversification among societies.
B. Societies responded to the aridity of the Great Basin and the grasslands of the western
Great Plains by developing largely mobile lifestyles.
C. In the Northeast, the Mississippi River Valley, and along the Atlantic seaboard some societies developed mixed agricultural and hunter-gatherer economies that favored the development of permanent villages.
D. Societies in the Northwest and present-day California supported themselves by hunting and gathering, and in some areas developed settled communities supported by the vast resources of the ocean.
Key Concept 1.2 — Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange and significant social, cultural, and political changes on both sides of the Atlantic Ocean.
I. European expansion into the Western Hemisphere generated intense social, religious, political, and economic competition and changes within European societies.
A. European nations’ efforts to explore and conquer the New World stemmed from a search for new sources of wealth, economic and military competition, and a desire to spread Christianity.
B. The Columbian Exchange brought new crops to Europe from the Americas, stimulating European population growth, and new sources of mineral wealth, which facilitated the
European shift from feudalism to capitalism.
C. Improvements in maritime technology and more organized methods for conducting international trade, such as joint-stock companies, helped drive changes to economies in Europe and the Americas.
II. The Columbian Exchange and development of the Spanish Empire in the Western Hemisphere resulted in extensive demographic, economic, and social changes.
A. Spanish exploration and conquest of the Americas were accompanied and
furthered by widespread deadly epidemics that devastated native populations and by the introduction of crops and animals not found in the Americas.
B. In the encomienda system, Spanish colonial economies marshaled Native American
labor to support plantation-based agriculture and extract precious metals and other
resources.
C. European traders partnered with some West African groups who practiced slavery to forcibly extract slave labor for the Americas. The Spanish imported enslaved Africans to labor in plantation agriculture and mining.
D. The Spanish developed a caste system that incorporated, and carefully defined the status of, the diverse population of Europeans, Africans, and Native Americans in their empire.
III. In their interactions, Europeans and Native Americans asserted divergent
worldviews regarding issues such as religion, gender roles, family, land use, and power.
A. Mutual misunderstandings between Europeans and Native Americans often defined the early years of interaction and trade as each group sought to make sense of the other. Over
time, Europeans and Native Americans adopted some useful aspects of each other’s
culture.
B. As European encroachments on Native Americans’ lands and demands on their labor increased, native peoples sought to defend and maintain their political sovereignty, economic prosperity, religious beliefs, and concepts of gender relations through diplomatic
negotiations and military resistance. (Pope's Rebellion Pueblo Revolt)
C. Extended contact with Native Americans and Africans fostered a debate among
European religious and political leaders about how non-Europeans should be treated, as well as evolving religious, cultural, and racial justifications for the subjugation of Africans and Native Americans.
PERIOD 2: 1607–1754
Key Concept 2.1 — Europeans developed a variety of colonization and migration patterns, influenced by different imperial goals, cultures, and the varied North American environments where they settled, and they competed with each other and American Indians for resources.
I. Spanish, French, Dutch, and 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.
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 American Indians to build economic and diplomatic relationships and acquire furs and other products for export to Europe.
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. (Joint-Stock Companies)
II. In the 17th century, early British colonies developed along the Atlantic coast, with regional differences that reflected various environmental, economic, cultural, and demographic factors.
A. The Chesapeake and North Carolina colonies grew prosperous exporting tobacco—a labor-intensive product initially cultivated by white, mostly male 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 mixed economy of agriculture and commerce. (Puritans, Town Meetings)
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 greater cultural, ethnic, and religious diversity and tolerance.
D. The colonies of the southern Atlantic coast and the British West Indies used long growing seasons to develop plantation economies based on exporting staple crops. They depended on the labor of enslaved Africans, who of ten constituted the majority of the population in these areas and developed their own forms of cultural
E. 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 in 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. ("Salutary Neglect")
III. Competition over resources between European rivals and American Indians encouraged industry and trade and led to conflict in the Americas.
A. An Atlantic economy developed in which goods, as well as enslaved Africans and American Indians, 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 American Indian communities, stimulating cultural and economic changes and spreading epidemic diseases that caused radical demographic shifts.
C. Interactions between European rivals and American Indian populations fostered both accommodation and conflict. French, Dutch, British, and Spanish colonies allied with and armed American Indian groups, who frequently sought alliances with Europeans against other
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.
E. British conflicts with American Indians over land, resources, and political boundaries led to military confrontations, such as Metacom’s War (King Philip’s War) in New England.
F. American Indian resistance to Spanish colonizing efforts in North America, particularly
after the Pueblo Revolt, led to Spanish accommodation of some aspects of American Indian culture in the Southwest.
Key Concept 2.2 — The British colonies participated in political,
social, cultural, 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.
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 first 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 intercolonial commercial ties, the emergence of a trans-Atlantic print culture, and the spread of Protestant evangelicalism.
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 American Indians 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.
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 the southern Atlantic coast had large numbers of enslaved workers, while the great majority of enslaved Africans were sent to the West Indies.
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. (Indentured Servants)
C. Africans developed both overt and covert means to resist the dehumanizing aspects of slavery and maintain their family and gender systems, culture, and religion.
________________________________________
PERIOD 3: 1754–1800
To be covered in the next Reading Guide