APUSH: 2016-2017 Summer Reading Assignments · APUSH: 2016-2017 Summer Reading Assignments. 1. Take...

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APUSH: 2016-2017 Summer Reading Assignments

1. Take the course for the right reasons. 2. The pace is fast, but the course work is predictable and manageable, it’s your job. 3. The summer assignment is an excellent indicator of student performance, get it done.

Expectations: Students enrolled in Advanced Placement U.S. History should think ahead about the goals and challenges of the course. This is a college-level course that will require an extensive amount of reading, essay writing, and critical analysis of primary and secondary sources. Our philosophy in assigning summer work is to get you acquainted with some of the resources we will be utilizing during the 2016-2017 academic year. The assignments are a typical sampling, but in no way entirely, of what will be completed during the school year. They include mastering chapter identifications, guided reading questions, document analysis, and student generated notes. KEY DATES for SUMMER 2016 June 8th Pick up summer reading handouts and course syllabus. June 13th to June 17th Pick up one copy of the class text book and other required resources from the History Office, room 120. (See either Mr. Smith or Mr. Burke) June 23rd to August 31st Email with any questions, comments, or concerns. Mr. Smith ( AP US History Teacher) [email protected] Mr. Burke (AP US History Teacher) [email protected] July 1st to First Day of Class Work on APUSH summer assignment. September 6th (Tuesday) Summer assignment collected. Be prepared for an assessment based on your summer assignment. 50 multiple choice questions and three short answer questions on first six chapters.

mailto:[email protected]

mailto:[email protected]

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APUSH: Summer Assignment Descriptions

CORE CONTENT Identifications: Your chapter identifications are simply essential vocabulary terms, people, or events of note. As we progress through the year it is your responsibility to master these identifications. A mastery of this material will complement lecture discussions and serve as review for weekly quizzes, unit tests, and the May APUSH exam.

Guided Readings: Each chapter you read this year will have a collection of questions to guide you through the approximate 40 pages of reading. We will be exploring nearly 40 chapters in the 100+ class meetings preceeding the AP US History Exam currently scheduled in May 2017; so the guided reading questions are designed to move you through an average of 1.5-2 chapters per week in an efficient manner. Please see an example of guided reading responses on the next page.

Document-Based Questions:

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SUPPLEMENTAL RESOURCES Outside Readings- Your outside readings will encompass historical journals, scholarly articles, historical novels, or biographies to complement course content and examine alternative perspectives. You will be expected to generate notes in a variety of formats.

AMSCO – United States History: Preparing for the Adavanced Placement Examination 2015 edition $18.95

2015-2016 Thematic Learning Objectives

• Identity • Work, exchange, and technology • Peopling • Politics and power • America in the world • Enviornment and geography-physical and human • Ideas, beliefs, and culture

Exam Description

Section I

Part A: Multiple Choice- 55 questions, 55 minutes: 40% total exam score Part B: Short-answer questions- 4 questions, 45 minutes: 20% total exam score Section II Part A: Document-based question- 1 question, 60 minutes: 25% total exam score Part B: Long essay question- 1 question, 35 minutes: 15% total exam score

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APUSH SUMMER ASSIGNMENT Guided Reading Examples

COMMENTARY: This is a minimalist response that does not serve as a useful tool for content mastery or May exam review. Based on the language contained in the response, there is limited evidence of text reading and no details beyond surface level recall. Please avoid this type of response.

COMMENTARY: This response contains relevant language and details that essentially summarize the text reading. Combined with chapters Ids, references to “white collar” and “cult of domesticity” in the context of the 1950s are as necessary components of a developed response.

COMMENTARY: This is an exemplary response that contains relevant language, dates, and details . It includes references to baby boom and the Feminine Mystique. A complete response to an essay prompt on women of the 1950s has to include Betty Freidan’s book as a connection to the feminist movement. Great for unit test review or national exam review.

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Name: _____________________________ Summer Reading Assignment APUSH - Resource Book Evaluation

Chapter #1: New World Beginnings Missing or underdeveloped guided reading responses

1 2 3

PROFICIENT - All responses contain substantial relevant language, dates and details

4 5 6

BASIC - Most responses contain relevant language, dates, and details. May contain some minor errors or underdeveloped responses

7 8 9

UNSATISFACTORY - Some responses contain limited relevant language, dates, and details; most are incomplete or underdeveloped

10 11 12

Student DID NOT complete the guided reading questions this chapter 13 14 15+

Chapter #2: The Planting of English America Missing or underdeveloped guided reading responses

1 2 3


4 5 6


7 8 9


10 11 12


Chapter # 3 Settling the Northern Colonies Missing or underdeveloped guided reading responses

1 2 3


4 5 6


7 8 9


10 11 12


http://apushripon.webs.com/american_pageant/Chapter%206.pdf


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Chapter # 4 American Life in the Seventeenth Century Missing or underdeveloped

guided reading responses 1 2 3

PROFICIENT - All responses contain substantial relevant language, dates and

details 4 5 6


7 8 9


10 11 12


Chapter # 5 Colonial Society on the Eve of Revolution Missing or underdeveloped guided reading responses

1 2 3


4 5 6


7 8 9


10 11 12


Chapter #6 The Duel for North America Missing or underdeveloped guided reading responses

1 2 3


4 5 6


7 8 9


10 11 12



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Chapter #7 The Road to Revolution Missing or underdeveloped guided reading responses

1 2 3


4 5 6


7 8 9


10 11 12


Chapter # 8 America Secedes and Empire Missing or underdeveloped guided reading responses

1 2 3


4 5 6


7 8 9


10 11 12


OMIT ELIGIBLITY

Based on the assessment of assigned guided reading question, the student named above qualifies for up to 5 omits on The Unit One Test Based on the assessment of assigned guided reading question, the student named above DOES NOT QUALIFTY for omit submissions on The Revolutionary Era Unit Test


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Chapter #1: New World Beginnings (pages 4 – 24)

1. The New World, before Columbus, there were many different Native American tribes. These people were very diverse. In what’s today the U.S., there were an estimated 400 tribes, often speaking different languages. It’s inaccurate to think of “Indians” as a homogeneous group.

2. Columbus came to America looking for a trade route to the East Indies (Spice Islands). Other explorers quickly realized this was an entirely New World and came to lay claim to the new lands for their host countries. Spain and Portugal had the head start on France and then England.

3. The coming together of the two world had world changing effects. The biological exchange cannot be underestimated. Food was swapped back and forth and truly revolutionized what people ate. On the bad side, European diseases wiped out an estimated 90% of Native Americans

IDENTIFICATIONS: Chapter #1: New World Beginnings (pages 4 – 24) 1. Marco Polo Italian explorer; spent many years in China or near it; his return to Europe in 1295 sparked a European interest in finding a quicker route to Asia.

2. Montezuma Aztec chieftan; encountered Cortes and the Spanish and saw that they rode horses; Montezuma assumed that the Soanush were gods. He welcomed them hospitably, but the explorers soon turned on the natives and ruled them for three centuries.

3. Christopher Columbus An Italian navigator who was funded by the Spanish Government to find a passage to the Far East. He is given credit for discovering the "New World," even though at his death he believed he had made it to India. He made four voyages to the "New World." The first sighting of land was on October 12, 1492, and three other journies until the time of his death in 1503.

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4. Treaty of Tordesillas (1494) In 1494 Spain and Portugal were disputing the lands of the new world, so the Spanish went to the Pope, and he divided the land of South America for them. Spain got the vast majority, the west, and Portugal got the east.

5. Mestizos The Mestizos were the race of people created when the Spanish intermarried with the surviving Indians in Mexico.

6. Spanish Armada "Invincible" group of ships sent by King Philip II of Spain to invade England in 1588; Armada was defeated by smaller, more maneuverable English "sea dogs" in the Channel; marked the beginning of English naval dominance and fall of Spanish dominance.

7. "Black legend" The idea developed during North American colonial times that the Spanish utterly destroyed the Indians through slavery and disease while the English did not. It is a false assertion that the Spanish were more evil towards the Native Americans than the English were.

8. Conquistadores Spanish explorers that invaded Central and South America for it's riches during the 1500's. In doing so they conquered the Incas, Aztecs, and other Native Americans of the area. Eventually they intermarried these tribes.

9. Joint stock company These were developed to gather the savings from the middle class to support finance colonies. Ex. London Company and Plymouth Company.

10. Encomienda system The Spanish labor system in which persons were help to unpaid service under the permanent control of their masters, though not legally owned by them.

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GUIDED READING QUESTIONS: Chapter #1: New World Beginnings (pages 4 – 24)

Introduction Know: Old World, New World

1. What conditions existed in what is today the United States that made it "fertile ground" for a great nation?

The Shaping of North America Know: Appalachian Mountains, Tidewater Region, Rocky Mountains, Great Basin, Great Lakes, Missouri-Mississippi-Ohio River System

2. Speculate how at least one geographic feature affected the development of the United States.

Peopling the Americas Know: Land Bridge

3. "Before the arrival of Europeans, the settlement of the Americas was insignificant." Assess this statement.

The Earliest Americans Know: Maize, Aztecs, Incas, Pueblo, Mound Builders, Three-sister Farming, Cherokee, Iroquois

4. Describe some of the common features North American Indian culture.

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Indirect Discoverers of the New World Know: Finland, Crusaders, Venice, Genoa

5. What caused Europeans to begin exploring?

Europeans Enter Africa Know: Marco Polo, Caravel, Bartholomeu Dias, Vasco da Gama, Ferdinand and Isabella, Moors

6. What were the results of the Portuguese explorations of Africa?

Columbus Comes upon a New World Know: Columbus

7. What developments set the stage for “a cataclysmic shift in the course of history?”

When Worlds Collide Know: Corn, Potatoes, Sugar, Horses, Smallpox

8. Explain the positive and negative effects of the Atlantic Exchange.

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The Spanish Conquistadors Know: Treaty of Tordesillas, Vasco Nunez Balboa, Ferdinand Magellan, Juan Ponce de Leon, Francisco Coronado, Hernando de Soto, Francisco Pizarro, Encomienda

9. Were the conquistadors great men? Explain.

The Conquest of Mexico Know: Hernan Cortes, Tenochtitlan, Montezuma, Mestizos

10. Why was Cortes able to defeat the powerful Aztecs?

The Spread of Spanish America Know: John Cabot, Giovanni da Verazano, Jacques Cartier, St. Augustine, New Mexico, Pope's Rebellion, Mission Indians, Black Legend

11. What is the “Black Legend,” and to what extent does our text agree with it?

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THEME #1 EXPLORATION and DISCOVERY Outside Reading

The Columbian Exchange by Alfred Crosby Professor Emeritus, University of Texas at Austin SOURCE LINK: http://www.gilderlehrman.org/historynow/06_2007/historian2.php

Directions: Read the following selection titled Columbian Exchange by Alfred Crosby and generate notes on the handout provided on pages #12 and #13 Millions of years ago, continental drift carried the Old World and New Worlds apart, splitting North and South America from Eurasia and Africa. That separation lasted so long that it fostered divergent evolution; for instance, the development of rattlesnakes on one side of the Atlantic and vipers on the other. After 1492, human voyagers in part reversed this tendency. Their artificial re-establishment of connections through the commingling of Old and New World plants, animals, and bacteria, commonly known as the Columbian Exchange, is one of the more spectacular and significant ecological events of the past millennium.

When Europeans first touched the shores of the Americas, Old World crops such as wheat, barley, rice, and turnips had not traveled west across the Atlantic, and New World crops such as maize, white potatoes, sweet potatoes, and manioc had not traveled east to Europe. In the Americas, there were no horses, cattle, sheep, or goats, all animals of Old World origin. Except for the llama, alpaca, dog, a few fowl, and guinea pig, the New World had no equivalents to the domesticated animals associated with the Old World, nor did it have the pathogens associated with the Old World’s dense populations of humans and such associated creatures as chickens, cattle, black rats, and Aedes egypti mosquitoes. Among these germs were those that carried smallpox, measles, chickenpox, influenza, malaria, and yellow fever.

The Columbian exchange of crops affected both the Old World and the New. Amerindian crops that have crossed oceans – for example, maize to China and the white potato to Ireland - have been stimulants to population growth in the Old World. The latter’s crops and livestock have had much the same effect in the Americas – for example, wheat in Kansas and the Pampa, and beef cattle in Texas and Brazil. The full story of the exchange is many volumes long, so for the sake of brevity and clarity let us focus on a specific region, the eastern third of the United States of America.

As might be expected, the Europeans who settled on the east coast of the United States cultivated crops like wheat and apples, which they had brought with them. European weeds,

http://www.gilderlehrman.org/historynow/06_2007/historian2.php

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which the colonists did not cultivate, and, in fact, preferred to uproot, also fared well in the New World. John Josselyn, an Englishman and amateur naturalist who visited New England twice in the seventeenth century, left us a list, "Of Such Plants as Have Sprung Up since the English Planted and Kept Cattle in New England," which included couch grass, dandelion, shepherd's purse, groundsel, sow thistle, and chickweeds. One of these, a plantain (Plantago major), was named "Englishman's Foot" by the Amerindians of New England and Virginia who believed that it would grow only where the English "have trodden, and was never known before the English came into this country." Thus, as they intentionally sowed Old World crop seeds, the European settlers were unintentionally contaminating American fields with weed seed. More importantly, they were stripping and burning forests, exposing the native minor flora to direct sunlight, and the hooves and teeth of Old World livestock. The native flora could not tolerate the stress. The imported weeds could, because they had lived with large numbers of grazing animals for thousands of years. Cattle and horses were brought ashore in the early 1600s and found hospitable climate and terrain in North America. Horses arrived in Virginia as early as 1620 and in Massachusetts in 1629. Many wandered free with little more evidence of their connection to humanity than collars with a hook at the bottom to catch on fences as they tried to leap over them to get at crops. Fences were not for keeping livestock in, but for keeping livestock out. Native American resistance to the Europeans was ineffective. Indigenous peoples suffered from white brutality, alcoholism, the killing and driving off of game, and the expropriation of farmland, but all these together are insufficient to explain the degree of their defeat. The crucial factor was not people, plants, or animals, but germs. The history of the United States begins with Virginia and Massachusetts, and their histories begin with epidemics of unidentified diseases. At the time of the abortive Virginia colony at Roanoke in the 1580s the nearby Amerindians “began to die quickly. The disease was so strange that they neither knew what it was, nor how to cure it….”1 When the Pilgrims settled at Plymouth, Massachusetts in 1620, they did so in a village and on a coast nearly cleared of Amerindians by a recent epidemic. Thousands had "died in a great plague not long since; and pity it was and is to see so many goodly fields, and so well seated, without man to dress and manure the same."2

Smallpox was the worst and the most spectacular of the infectious diseases mowing down the Native Americans. The first recorded pandemic of that disease in British North America detonated among the Algonquin of Massachusetts in the early 1630s: William Bradford of Plymouth Plantation wrote that the victims “fell down so generally of this disease as they were in the end not able to help one another, no not to make a fire nor fetch a little water to drink, nor any to bury the dead.”

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The missionaries and the traders who ventured into the American interior told the same appalling story about smallpox and the indigenes. In 1738 alone the epidemic destroyed half the Cherokee; in 1759 nearly half the Catawbas; in the first years of the next century two-thirds of the Omahas and perhaps half the entire population between the Missouri River and New Mexico; in 1837-38 nearly every last one of the Mandans and perhaps half the people of the high plains.

European explorers encountered distinctively American illnesses such as Chagas Disease, but these did not have much effect on Old World populations. Venereal syphilis has also been called American, but that accusation is far from proven. Even if we add all the Old World deaths blamed on American diseases together, including those ascribed to syphilis, the total is insignificant compared to Native American losses to smallpox alone. The export of America’s native animals has not revolutionized Old World agriculture or ecosystems as the introduction of European animals to the New World did. America’s grey squirrels and muskrats and a few others have established themselves east of the Atlantic and west of the Pacific, but that has not made much of a difference. Some of America’s domesticated animals are raised in the Old World, but turkeys have not displaced chickens and geese, and guinea pigs have proved useful in laboratories, but have not usurped rabbits in the butcher shops.

The New World’s great contribution to the Old is in crop plants. Maize, white potatoes, sweet potatoes, various squashes, chiles, and manioc have become essentials in the diets of hundreds of millions of Europeans, Africans, and Asians. Their influence on Old World peoples, like that of wheat and rice on New World peoples, goes far to explain the global population explosion of the past three centuries. The Columbian Exchange has been an indispensable factor in that demographic explosion. All this had nothing to do with superiority or inferiority of biosystems in any absolute sense. It has to do with environmental contrasts. Amerindians were accustomed to living in one particular kind of environment, Europeans and Africans in another. When the Old World peoples came to America, they brought with them all their plants, animals, and germs, creating a kind of environment to which they were already adapted, and so they increased in number. Amerindians had not adapted to European germs, and so initially their numbers plunged. That decline has reversed in our time as Amerindian populations have adapted to the Old World’s environmental influence, but the demographic triumph of the invaders, which was the most spectacular feature of the Old World’s invasion of the New, still stands.

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1 Quinn, David B., Ed. The Roanoke Voyages, 1584-1590: Documents to Illustrate the English Voyages to North America. London: Hakluyt Society, 1955, 378. 2 Winslow, Edward, Morton, Nathaniel, Bradford, William, and Prince, Thomas. New England’s Memorial. Cambridge: Allan and Farnham, 1855, 362.

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APUSH SUPPLEMENTAL READING NOTES The Columbian Exchange

Please answer each question thoroughly and completely. If you have treated this assignment lightly, you will be at a disadvantage in writing essays that call for “substantial and appropriate outside information.” Read The Columbian Exchange (http://www.historynow.org/06_2007/historian2.html ) by Alfred Crosby and complete the prompts below.

In two or three well thought out sentences, summarize the major point of this reading. (Please be thorough. This will be very important to you late in the year when reviewing for the AP test or NYS Regents Exam) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ In a couple of sentences, what was the bias of the author? From what perspective does the author write--political, social, and economic? Why is this significant in the document you have read? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Continued on the next page

http://www.historynow.org/06_2007/historian2.html

http://www.historynow.org/06_2007/historian2.html

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Different from the “what is the main point” question above, list several things that you learned from this reading, things that you did not know before doing this reading. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

The purpose of this assignment is to help you be prepared to refer to historians or historically significant individuals in your AP test essays. In the space below, write down quotes from the document that you think might be useful. Try to be selective--choose those that are genuinely typical of the writer’s thinking or that highlight a major point in the writer's thinking or argument. Include page numbers so that you can find them again when we review. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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Chapter #2 The Planting of English America (pp. 25 – 42)

1. Jamestown, VA was founded with the initial goal of making money via gold. They found no gold, but did find a cash crop in tobacco.

2. Other southern colonies sprouted up due to (a) the desire for more tobacco land as with North Carolina, (b) the desire for religious freedom as with Maryland, (c) the natural extension of a natural port in South Carolina, or (d) as a “second chance” colony as with Georgia.

IDENTIFICATIONS: Chapter #2: The Planting of English America (pp. 25 – 42)

Pocahontas A native Indian of America, daughter of Chief Powahatan, who was one of the first to marry an Englishman, John Rolfe, and return to England with him; about 1595-1617; Pocahontas' brave actions in saving an Englishman paved the way for many positive English and Native relations.

John Rolfe Rolfe was an Englishman who became a colonist in the early settlement of Virginia. He is best known as the man who married the Native American, Pocahontas and took her to his homeland of England. Rolfe was also the savior of the Virginia colony by perfecting the tobacco industry in North America. Rolfe died in 1622, during one of many Indian attacks on the colony.

Sir Walter Raleigh An English adventurer and writer, who was prominent at the court of Queen Elizabeth I, and became an explorer of the Americas. In 1585, Raleigh sponsored the first English colony in America on Roanoke Island in present-day North Carolina. It failed and is known as " The Lost Colony."

James Oglethorpe Founder of Georgia in 1733; soldier, statesman , philanthropist. Started Georgia as a haven for people in debt because of his interest in prison reform. Almost single-handedly kept Georgia afloat. John Smith John Smith took over the leadership role of the English Jamestown settlement in 1608. Most people in the settlement at the time were only there for personal gain and did not want to help strengthen the settlement. Smith therefore told the people, "people who do not work do not eat." His leadership saved the Jamestown settlement from collapsing.

http://www.course-notes.org/vocabulary/term/Pocahontas

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House of Burgesses The House of Burgesses was the first representative assembly in the New World. The London Company authorized the settlers to summon an assembly, known as the House of Burgesses. A momentous precedent was thus feebly established, for this assemblage was the first of many miniature parliaments to sprout form the soil of America. “Slave Codes" 1661 In 1661 a set of "codes" was made. It denied slaves basic fundamental rights, and gave their owners permission to treat them as they saw fit.

Proprietor A person who was granted charters of ownership by the king: proprietary colonies were Maryland, Pennsylvania and Delaware: proprietors founded colonies from 1634 until 168 . A famous proprietor is William Penn. Indentured Servant Indentured servants were Englishmen who were outcasts of their country, would work in the Americas for a certain amount of time as servants. “Starving Time” The winter of 1609 to 1610 was known as the "starving time" to the colonists of Virginia. Only sixty members of the original four-hundred colonists survived. The rest died of starvation because they did not possess the skills that were necessary to obtain food in the new world.

Act of Toleration A legal document that allowed all Christian religions in Maryland: Protestants invaded the Catholics in 1649 around Maryland: protected the Catholics religion from Protestant rage of sharing the land: Maryland became the #1 colony to shelter Catholics in the New World. Iroquois Confederacy The Iroquois Confederacy was nearly a military power consisting of Mohawks, Oneidas, Cayugas, and Senecas. It was founded in the late 1500s.The leaders were Degana Widah and Hiawatha. The Indians lived in log houses with relatives. Men dominated, but a person's background was determined by the women's family. Different groups banded together but were separate fur traders and fur suppliers. Other groups joined; they would ally with either the French or the English depending on which would be the most to their advantage.

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GUIDED READING QUESTIONS: Chapter #2 The Planting of English America (pp. 25 – 42)

England's Imperial Stirrings Know: Henry VIII, Queen Elizabeth, Catholic Ireland

1 Why was England slow to establish New World colonies?

Elizabeth Energizes England Know: Francis Drake, Sir Walter Raleigh, Virginia, Spanish Armada

2 What steps from 1575-1600 brought England closer to colonizing the New World?

England on the Eve of Empire Know: Enclosure Movement, Primogeniture, Joint-stock company

3 Explain how conditions in England around 1600 made it "ripe" to colonize N. America.

England Plants the Jamestown Seedling Know: Virginia Company, Jamestown, John Smith, Powhatan, Pocahontas, Starving Time, Lord De La Warr

4. Give at least three reasons that so many of the Jamestown settlers died.

Cultural Clash in the Chesapeake Know: Powhatan's Confederacy, Anglo-Powhatan Wars

5. What factors led to the poor relations between Europeans and Native Americans in Virginia?

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Virginia: Child of Tobacco Know: John Rolfe, Tobacco, House of Burgesses

6. "By 1620 Virginia had already developed many of the features that were important to it two centuries later." Explain.

Maryland: Catholic Haven Know: Lord Baltimore, Indentured Servants, Act of Toleration

7. In what ways was Maryland different than Virginia?

The West Indies: Way Station to Mainland America Know: West Indies, Sugar, Barbados Slave Code

8 What historical consequences resulted from the cultivation of sugar instead of tobacco in the British colonies in the West Indies?

Colonizing the Carolinas Know: Oliver Cromwell, Charles II, Rice

9. Why did Carolina become a place for aristocratic whites and many black slaves?

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The Emergence of North Carolina Know: Tuscarora

10 North Carolina was called "a vale of humility between two mountains of conceit." Explain.

Late-Coming Georgia: The Buffer Colony

Know: James Oglethorpe

11. In what ways was Georgia unique among the Southern colonies?

The Plantation Colonies 12. Which Southern colony was the most different from the others? Explain.

Chapter #3: Settling the Northern Colonies (pages 43 – 65)

1. Plymouth, MA was founded with the initial goal of allowing Pilgrims, and later Puritans, to worship independent of the Church of England. Their society, ironically, was very intolerant itself and any dissenters were pushed out of the colony.

2. Other New England colonies sprouted up, due to (a) religious dissent from Plymouth and Massachusetts as with Rhode Island, (b) the constant search for more farmland as in Connecticut, and (c) just due to natural growth as in Maine.

3. The Middle Colonies emerged as the literal crossroads of the north and south. They held the stereotypical qualities of both regions: agricultural and industrial. And they were unique in that (a) New York was born of Dutch heritage rather than English, and (b) Pennsylvania thrived more than any other colony due to its freedoms and tolerance.

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IDENTIFICATIONS: Chapter #3: Settling the Northern Colonies (pages 43 – 65)

Anne Hutchinson A religious dissenter whose ideas provoked an intense religious and political crisis in the Massachusetts Bay Colony between 1636 and 1638. She challenged the principles of Massachusetts's religious and political system. Her ideas became known as the heresy of Antinomianism, a belief that Christians are not bound by moral law. She was latter expelled, with her family and followers, and went and settled at Pocasset (now Portsmouth, R.I.)

Roger Williams He was banished from the Massachusetts Bay Colony for challenging Puritan ideas. He later established Rhode Island and helped it to foster religious toleration.

William Bradford A pilgrim that lived in a north colony called Plymouth Rock in 1620. He was chosen governor 30 times. He also conducted experiments of living in the wilderness and wrote about them; well known for "Of Plymouth Plantation."

William Penn English Quaker;" Holy Experiment"; persecuted because he was a Quaker; 1681 he got a grant to go over to the New World; area was Pennsylvania; "first American advertising man"; freedom of worship there

John Winthrop John Winthrop immigrated from the Mass. Bay Colony in the 1630's to become the first governor and to led a religious experiment. He once said, "we shall be a city on a hill."

The "Elect" A religious belief developed by John Calvin held that a certain number of

people were predestined to go to heaven by God. This belief in the elect, or "visible saints," figured a major part in the doctrine of the Puritans who settled in New England during the 1600's.

Predestination Primary idea behind Calvinism; states that salvation or damnation are foreordained and unalterable; first put forth by John Calvin in 1531; was the core belief of the Puritans who settled New England in the seventeenth century.

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Pilgrims Separatists; worried by "Dutchification" of their children they left Holland on the Mayflower in 1620; they landed in Massachusetts; they proved that people could live in the new world

New England Confederation New England Confederation was a Union of four colonies consisting of the two Massachusetts colonies (The Bay colony and Plymouth colony) and the two Connecticut colonies (New Haven and scattered valley settlements) in 1643. The purpose of the confederation was to defend against enemies such as the Indians, French, Dutch, and prevent intercolonial problems that effected all four colonies.

Calvinism Set of beliefs that the Puritans followed. In the 1500's John Calvin, the founder of Calvinism, preached virtues of simple worship, strict morals, pre-destination and hard work. This resulted in Calvinist followers wanting to practice religion, and it brought about wars between Huguenots (French Calvinists) and Catholics, that tore the French kingdom apart.

Massachusetts Bay Colony One of the first settlements in New England; established in 1630 and became a major Puritan colony. Became the state of Massachusetts, originally where Boston is located. It was a major trading center, and absorbed the Plymouth community

Dominion of New England In 1686, New England, in conjunction with New York and New Jersey, consolidated under the royal authority -- James II. Charters and self rule were revoked, and the king enforced mercantile laws. The new setup also made for more efficient administration of English Navigation Laws, as well as a better defense system. The Dominion ended in 1688 when James II was removed from the throne.

The Puritans They were a group of religious reformists who wanted to "purify" the Anglican Church. Their ideas started with John Calvin in the 16th century and they first began to leave England in 1608. Later voyages came in 1620 with the Pilgrims and in 1629, which was the Massachusetts Bay Colony.

Separatists Pilgrims that started out in Holland in the 1620's who traveled over the Atlantic Ocean on the

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Mayflower. These were the purest, most extreme Pilgrims existing, claiming that they were too strong to be discouraged by minor problems as others were.

Quakers Members of the Religious Society of Friends; most know them as the Quakers. They believe in equality of all peoples and resist the military. They also believe that the religious authority is the decision of the individual (no outside influence.) Settled in Pennsylvania.

Protestant Ethic mid 1600's; a commitment made by the Puritans in which they seriously dwelled on working and pursuing worldly affairs.

Mayflower Compact 1620 A contract made by the voyagers on the Mayflower agreeing that they would form a simple government where majority ruled.

Fundamental Orders In 1639 the Connecticut River colony settlers had an open meeting and they established a constitution called the Fundamental Orders. It made a Democratic government. It was the first constitution in the colonies and was a beginning for the other states' charters and constitutions.

GUIDED READING QUESTIONS: Chapter #3 Settling the Northern Colonies 1619—1700

The Protestant Reformation Produces Puritanism Know: John Calvin, Conversion Experience, Visible Saints, Church of England, Puritans, Separatists

1. How did John Calvin's teachings result in some Englishmen wanting to leave England?

The Pilgrims End Their Pilgrimage at Plymouth Know: Mayflower, Myles Standish, Mayflower Compact, Plymouth, William Bradford

2 Explain the factors that contributed to the success of the Plymouth colony.

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The Bay Colony Bible Commonwealth Know: Puritans, Charles I, Massachusetts Bay Colony, Great Migration, John Winthrop

3 Why did the Puritans come to America?

Building the Bay Colony Know: Freemen, Bible Commonwealth, John Cotton, Protestant Ethic

4 How democratic was the Massachusetts Bay Colony? Explain.

Trouble in the Bible Commonwealth Know: Anne Hutchinson, Antinomianism, Roger Williams

5. What happened to people whose religious beliefs differed from others in Massachusetts Bay Colony?

The Rhode Island "Sewer" Know: Freedom of Religion

6 How was Rhode Island different than Massachusetts?

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Makers of America: The English| 7. In what ways did the British North American colonies reflect their mother country?

New England Spreads Out Know: Thomas Hooker, Fundamental Orders

8. Describe how Connecticut, Maine and New Hampshire were settled.

Puritans versus Indians Know: Squanto, Massasoit, Pequot War, Praying Towns, Metacom, King Philip's War

9 Why did hostilities arise between Puritans and Native Americans? What was the result?

Seeds of Colonial Unity and Independence Know: New England Confederation, Charles II

10. Assess the following statement, "The British colonies were beginning to grow closer to each other by 1700."

Andros Promotes the First American Revolution Know: Dominion of New England, Navigation Laws, Edmund Andros, Glorious Revolution, William and Mary, Salutary Neglect

11. How did events in England affect the New England colonies' development?

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Old Netherlanders at New Netherlands Know: Dutch East India Company, Henry Hudson, New Amsterdam, Patroonships

12. Explain how settlement by the Dutch led to the type of city that New York is today.

Friction with English and Swedish Neighbors Know: Wall Street, New Sweden, Peter Stuyvesant, Log Cabins

13. "Vexations beset the Dutch company-colony from the beginning." Explain.

Dutch Residues in New York Know: Duke of York

14. Do the Dutch have an important legacy in the United States? Explain.

Penn's Holy Experiment in Pennsylvania Know: Quakers, William Penn

15. What had William Penn and other Quakers experienced that would make them want a colony in America?

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Quaker Pennsylvania and Its Neighbors Know: East New Jersey, West New Jersey, Delaware

16. Why was Pennsylvania attractive to so many Europeans and Native Americans?

The Middle Way in the Middle Colonies Know: Middle Colonies, Benjamin Franklin

17. What do the authors mean when the say that the middle colonies were the most American?

APUSH SUPPLEMENTAL READING NOTES

How Capitalism Saved the Pilgrims

Please answer each question thoroughly and completely. If you have treated this assignment lightly, you will be at a disadvantage in writing essays that call for “substantial and appropriate outside information.” Read How Capitalism Saved the Pilgrims pages 53 to 62 and generate notes in the space provided. (Reading included)

In two or three well thought out sentences, summarize the major point of this reading. (Please be thorough. This will be very important to you late in the year when reviewing for the AP test) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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______________________________________________________________________________ ______________________________________________________________________________ In a couple of sentences, what was the bias of the author? From what perspective does the author write--political, social, and economic? Why is this significant in the document you have read? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________



The purpose of this assignment is to help you be prepared to refer to historians or historically significant

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individuals in your AP test essays. In the space below, write down quotes from the document that you think might be useful. Try to be selective--choose those that are genuinely typical of the writer’s thinking or that highlight a major point in the writer's thinking or argument. Include page numbers so that you can find them again when we review. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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Chapter #4: American Life in the Seventeenth Century (pages 66 – 83)

1. The Southern colonies were dominated by agriculture, namely (a) tobacco in the Chesapeake and (b) rice and indigo further down the coast.

2. Bacon’s Rebellion is very representative of the struggles of poor white indentured servants. Nathaniel Bacon and his followers took to arms to essentially get more land out west from the Indians. This theme of poor whites taking to arms for land, and in opposition to eastern authorities, will be repeated several times (Shay’s Rebellion, Paxton Boys, Whisky Rebellion).

3. Taken altogether, the southern colonies were inhabited by a group of people who were generally young, independent-minded, industrious, backwoodsy, down home, restless and industrious.

4. A truly unique African-American culture quickly emerged. Brought as slaves, black Americans blended aspects of African culture with American. Religion shows this blend clearly, as African religious ceremonies mixed with Christianity. Food and music also showed African-American uniqueness.

5. New Englanders developed a Bible Commonwealth—a stern but clear society where the rules of society were dictated by the laws of the Bible. This good-vs-evil society is best illustrated by the Salem witch trials.

6. Taken altogether, the northern colonies were inhabited by a group of people who grew to be self-reliant, stern, pious, proud, family oriented, sharp in thought and sharp of tongue, crusty, and very industrious.

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IDENTIFICATIONS: Chapter #4: American Life in the Seventeenth Century (pages 66 – 83)

William Berkeley He was a British colonial governor of Virginia from 1642-52. He showed that he had favorites in his second term which led to the Bacon's rebellion in 1676 ,which he ruthlessly suppressed. He had poor frontier defense. Headright system A way to attract immigrants; gave 50 acres of land to anyone who paid their way and/or any plantation owner that paid an immigrants way; mainly a system in the southern colonies.

Indentured servants Indentured servants Because of the massive amounts of tobacco crops planted by families, "indentured servants" were brought in from England to work on the farms. In exchange for working, they received transatlantic passage and eventual "freedom dues", including a few barrels of corn, a suit of clothes, and possibly a small piece of land Stono Rebellion (1739) The Spanish empire enticed slaves of English colonies to escape to Spanish territory. In 1733 Spain issued an edict to free all runaway slaves from British territory who made their way into Spanish possessions. On September 9, 1739, about 20 slaves, mostly from Angola, gathered under the leadership of a slave called Jemmy near the Stono River, 20 miles from Charleston. 44 blacks and 21 whites lost their lives. South Carolina responded by placing import duties on slaves from abroad, strengthening patrol duties and militia training, and recommending more benign treatment of slaves.

Bacon’s Rebellion (1676) An uprising of western Virginia planters against the Eastern Establishment headed by Sir William Berkeley, the royal governor. The Westerners, led by Nathaniel Bacon, resented both the social pretensions of the Berkeley group—which in turn considered the Baconites “a giddy and unthinking multitude”—and Berkeley’s unwillingness to support their attacks on local Indians. Bacon raised a small army, murdered some peaceful Indians, burned Jamestown, and forced the governor to flee. But Bacon came down with a “violent flux” and died, and soon thereafter Berkeley restored order.

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Leisler’s Rebellion (1689-91) After news of the abdication of James II had reached New York, Jacob Leisler, a local militia captain, proclaimed himself governor of the colony. He claimed to rule in the name of the new monarchs, William and Mary, and attempted without success to organize an expedition against French Canada during King William’s War. In 1691, after a governor appointed by King William had arrived in New York, Leisler resisted turning over power. He was arrested, tried for treason, and executed. Halfway Covenant (1662) A Puritan church document; the Halfway Covenant allowed partial membership rights to persons not yet converted into the Puritan church; It lessened the difference between the "elect" members of the church from the regular members; Women soon made up a larger portion of Puritan congregations.

GUIDED READING: Chapter #4 American Life 1607-1692

The Unhealthy Chesapeake

1. "Life in the American wilderness was nasty, brutish, and short for the earliest Chesapeake settlers." Explain.

The Tobacco Economy

Know: Tobacco, Indentured Servants, Freedom Dues, Headright System

2. What conditions in Virginia made the colony right for the importation of indentured servants?

Frustrated Freemen and Bacon's Rebellion

Know: William Berkeley, Nathaniel Bacon

3. Who is most to blame for Bacon's rebellion, the upper class or the lower class? Explain.

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Colonial Slavery

Know: Royal African Company, Middle Passage, Slave Codes, Chattel Slavery

4. Describe the slave trade.

Africans in America

Know: Gullah, Stono Rebellion

5. Describe slave culture and contributions.

Southern Society

Know: Plantations, Yeoman Farmers

6. Describe southern culture in the colonial period, noting social classes.

The New England Family Know: The Scarlet Letter

7. What was it like to be a woman in New England?

Life in the New England Towns

Know: Harvard, Town Meetings

8. Explain the significance of New England towns to the culture there.

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The Half-Way Covenant and the Salem Witch Trial

Know: Jeremiad, Conversions, Half-Way Covenant

9. What evidence shows that New England was becoming more diverse as the 17th century wore on?

The New England Way of Life

Know: Yankee Ingenuity

10. How did the environment shape the culture of New England?

The Early Settlers' Days and Ways

Know: Leisler's Rebellion

11. How much equality was evident in the colonies?

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THEME #4 American Life in the 17th Century Outside Reading

Conflict and Commerce: The Rise and Fall of New Netherland by Simon Middleton Lecturer in History, University of Sheffield SOURCE LINK: http://www.gilderlehrman.org/historynow/06_2007/historian6.php

In September 1609, when Henry Hudson guided his ship, De Halve Maen, through the narrows dividing present day Staten and Long Islands, he was not the first European navigator to sail into what we know today as New York Bay. The Italian explorer Giovanni da Verrazzano came in 1524; the Frenchmen, Jean Alfonse de Saintonge and Jean Cossin, made separate voyages over the next half century. But it was Hudson’s arrival that established a Dutch claim to the region and changed its history for all time.

Hudson, an English mariner in Dutch employ, had left Amsterdam in April intending to explore the Arctic seas north of Norway for a possible eastern route to the rich trade of the Indies. When ice floes barred the way, his eighty-five-foot vessel and its crew of sixteen mariners turned to the west and journeyed five thousand miles to North America. For weeks they navigated southwards within sight of the shore, looking for an estuary or bay that might indicate the beginnings of a western route to Asia. By August they had reached Long Island and, after a few days exploring the coast around Sandy Hook, Hudson set off up the broad, deep, and promising river that now bears his name. Although the intrepid captain failed to locate a route to Asia—his navigation of the Hudson ended at the site of modern day Albany—he had discovered a territory rich in timber and furs that would please his Dutch financiers back in Amsterdam. Hudson’s voyage took place at a critical moment in Atlantic history, and, in particular, for the challenge of northern European states to the power of Spain. Weakened by the loss of the Armada to England in 1588 and by relentless attacks on its New World gold fleets, Spain was plagued by financial crises that pushed it to the edge of collapse. The Spanish had also been unable to put down a revolt by its northern Dutch provinces, eight of which had declared their independence and established a new Dutch Republic. In April 1609, after decades of intermittent and inconclusive hostilities, the two sides agreed to a truce, allowing Dutch merchants to back voyages such as Hudson’s without fear of Spanish attack and financial ruin. Once news of Hudson’s discovery reached Holland, new expeditions arrived to trade beads, knives, and hatchets for furs with the Munsee and Lenape Indians. These private traders established a fortified trading post, Fort Nassau, at the site of present day Albany and charted the coastline and river inlets between Cape Cod and the Delaware Bay. In 1614, one of them, Adrian Block, produced the first map of the territory which he named New Netherland. The following year, Block and others formed the New Netherland Company and secured a three-year monopoly of the region’s trade from the States General, the governing body of the Dutch Republic. New Netherland, like other early American colonies, was a state-sponsored venture, the aim of which was to realize a profit and serve the emerging Dutch state by eliminating competition from other trading ports and capturing more of the Indies from Portugal and Spain. In 1621, the States General drew up a charter for a new West India Company, granting it a monopoly of all the Dutch Atlantic trade with West

http://www.gilderlehrman.org/historynow/06_2007/historian6.php

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Africa, Brazil, the Caribbean and North America. The Company was a joint-stock venture, financed by government investment and private capital to the tune of more than seven million guilders. Like its East Indian counterpart, it was managed by the shareholders who met in five regional chambers. The company enjoyed some success in its early years, establishing trading posts on both sides of the Atlantic, dealing in slaves on the coast of Africa, as well as gold, ivory, and sugar in the Caribbean, Suriname, and the northeast coast of Brazil. New Netherland was only part of the Company’s concern, and a relatively minor one at that. In the summer of 1624, the Company established a small settlement under the command of Cornelis Jacobsz May, the first provincial director, transporting some thirty families to what is now Governor’s Island. More colonists arrived the following year, and the settlement was relocated a short distance across the bay to the equally secure and more commodious lower tip of Manhattan, establishing New Amsterdam, later New York City. To secure the settlement, Peter Minuit, then the provincial director, offered sixty guilders worth of blankets, kettles, and knives to neighboring Indians, who accepted the trade goods as gifts, sealing a defensive alliance with the newcomers and not, as was once supposed, as payment for the island of Manhattan. Fifteen years after Hudson’s arrival, New Netherland, the newest commercial outpost of the Dutch empire, consisted of a small group of traders living in at the edge of a vast and rich wilderness. The settlers' peace with the numerous local Native American tribes was tenuous at best. The large linguistic and cultural native groupings of Algonquian and Iroquoian Indians who inhabited the region were subdivided into smaller communities that were frequently at war or in some form of alliance with each other. The arrival of the Dutch had piqued the interest of local Indians, who regarded the newcomers as potential allies and sources of new and interesting gifts that could in turn be traded with other tribes. Thus, the Dutch found themselves drawn into a web of Indian diplomacy which they only partially understood.

As early as 1626, the settlers at Fort Orange (formerly Fort Nassau) suffered a bloody defeat at the hands of Mohawks, the enemies of the Mahicans, the tribe with which the Dutch had been trading. Beginning in 1629, European-Amerindian commercial and diplomatic relations became even more complicated following the migration of thousands of English Puritans from New England, the territory north of New Netherland. These New Englanders provided Native Americans with yet another source of gifts and friendship, and their rapidly growing and spreading settlement soon threatened to overwhelm the thinly-populated New Netherland. The arrival of the English prompted a reassessment of the colony’s future. In June 1629, in an attempt to bolster New Netherland’s population, the Company announced its intention to offer large tracts of land to patroons (a Dutch word for landowners, from the Spanish “patrón”) who agreed to “buy” the land from the Indians, settle fifty families within four years, and thereafter administer their settlements’ civil and criminal courts. Unfortunately, the relatively prosperous conditions prevailing in the United Provinces and the limited benefits for settlers – who were expected to endure a dangerous sea voyage to live in the North American wilderness – hardly recommended the patroonships as desirable destinations. All the prospective communities except for Rensselaerswijck, established by Kiliaen van Rensselaer on both banks of the Hudson River near Fort Orange, failed to attract large numbers of investors and settlers. Those who did make the trans-Atlantic journey often deserted their designated employment, hoping to get rich quickly by defying the Company’s regulations and joining the lucrative fur trade. Meanwhile, English colonists continued to settle in the Dutch territory.

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The failure of the patroonship scheme established important precedents for the future. The easing of the patroon policy in 1640, along with the arrival of independent fur traders signalled the beginning of the end for the Company’s trading monopoly and also drew its shareholders and officers into civil rather than commercial administration. By the mid-seventeenth century, New Netherland’s future as a colony of traders and farmers was increasingly apparent; land, not furs, would prove to be its greatest resource. In the second half of the 1630s, groups of Puritans spread southwards into the Connecticut River Valley – territory previously claimed by the West India Company. The shareholders took steps to secure their territorial position, purchasing from the Canarsee Indians all land west of Oyster Bay on Long Island and offering revised terms and conditions in an attempt to attract new settlers. Under the new “Freedoms and Exemptions” policy, adopted in 1640, the Company gave up its trading monopoly and offered two hundred acres of land to Dutch or English immigrants who undertook to settle five colonists. The change of policy succeeded in bringing new settlers to the colony. Individual traders travelled independently to the colony to trade for furs, and some remained on a semi-permanent basis to represent the interests of major trading houses in Amsterdam. Men and women were drawn across the Atlantic by networks of family and friends. However, the policy also encouraged the Puritans to spill across Long Island Sound, where they established the towns of Gravesend, Hempstead, Flushing, and Middleburgh (later Newtown) on Long Island – a sign of the English settlers’ ever encroaching presence in the region. By 1645, when the French Jesuit priest, Father Isaac Jogues, visited lower Manhattan, the island was populated by some four or five hundred men of different sects and nationalities speaking eighteen different languages. The population of the entire province remained no more than a couple of thousand, but as the number of free traders increased, so did the competition for Indian furs, prompting subtle changes in European-Amerindian relations. As the caution of early years diminished, familiarity bred exploitation, and, in time, mutual contempt.

In 1639 the provincial director, Willem Kieft, made the fateful decision to try and exact a tribute from the neighbouring Raritan Indians. In Kieft’s view, since the Indians, as defensive allies, benefited from the presence of the Company and the colonists, it was only reasonable that they bear some of its costs. The Indians, for their part, could see little benefit in having allies who stuck to the coast and concentrated on trade, and they rejected Kieft’s authority to levy a tribute. The two sides clashed inconclusively until 1643, when the slaughter of some eighty Wecquaesgeek Indians across the river from New Amsterdam at Pavonia (Jersey City) succeeded in uniting almost the entire Indian population of the Lower Hudson Valley against New Netherland.

When Keift's War ended two years later, dozens of colonists and some 1600 Indians had been killed, and New Netherland was almost wiped out. Appealing for intervention to the States General in Holland, the settlers declared that “almost every place is abandoned…we, wretched people, must skulk, with wives and little ones that still survive in poverty together… whilst the Indians daily threaten to overwhelm us.”1 In 1647 the Company shareholders dispatched Peter Stuyvesant to restore the colony. A stern and sober man, Stuyvesant was also a fiercely loyal employee who had lost a leg in the Company’s service while fighting the Portuguese on the Caribbean island of Saint Martin. No sooner had he arrived than Stuyvesant and his hand-picked council issued a flurry of orders on matters ranging from compulsory church attendance to fire prevention and the keeping of hogs and goats. This set the tone for his seventeen-year administration, during which time he negotiated boundary agreements with the English

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to the north, led a force of seven hundred men to expel the Swedes from the Delaware River to the south, and, through a combination of diplomacy and armed force, managed to rebuild Dutch influence and strength in the region. Stuyvesant managed to navigate a middle course between the competing demands of settler lobbies seeking greater autonomy and distant Company shareholders trying to preserve their authority and chartered prerogatives. Although he acquired a reputation as a domineering and autocratic administrator, most historians agree that under Stuyvesant’s care, New Netherland’s population of independent traders and farmers collaborated, establishing orderly villages and small towns. New Amsterdam quickly became known as the major port and capital of this increasingly prosperous provincial society. The origins of the city’s government can be traced to a campaign for municipal reform begun by local merchants in the 1640s and culminating with the first meeting of the municipal government on February 2, 1653. The city’s first burgomasters and schepens (roughly equivalent to the English mayors and aldermen) were given charge of the school, the docks, and a newly-established public weigh-house. But they added to their administrative powers in subsequent years. In the course of the decade, the lives of ordinary settlers in New Amsterdam came to resemble those of the urban Dutch brede middenstand, roughly equivalent to the English middling sort, who balanced their private pursuits with public obligations and adherence to a regulatory order, and served as a powerful integrating force upon an otherwise diverse settler group. During this period of growth, neither the burgomasters nor the ordinary colonists realized that their success was about to become the source of their undoing. In the late 1650s the colony's new-found prosperity attracted the attention of powerful English interests who were jealous of the Dutch imperial success. Within months of Charles II’s restoration in 1660, Parliament adopted another Navigation Act, designed to drive the Dutch from the English-controlled American trade. The keenest advocates of England's commercial empire gathered around the king's younger brother, James, Duke of York. By March 1664 James and his counsellors had succeeded in persuading the King to grant his brother part of present-day Maine and a handful of islands near its shores. In an act of superlative aggrandizement, the most substantial part of James's grant awarded him control of all the territory lying between the Delaware and Connecticut rivers – the territory comprising New Netherland. In May of 1664 James, Duke of York, dispatched Colonel Richard Nicolls with four ships and three hundred soldiers to secure the “entyre submission and obedience” of England's newest colonial American subjects. In mid-August the invaders disembarked from vessels anchored off Long Island in Gravesend Bay and moved west to Brooklyn. Nicolls enlisted residential militias from the English towns on Long Island and distributed handbills ahead of the advancing troops offering fair treatment for those who surrendered. The English commander repeated his terms in a letter written to Stuyvesant, promising that in return for capitulation the settlers would “peaceably enjoy whatsoever God's blessing and their own honest industry have furnished them with and all other privileges with his majesty's English subjects.” Stuyvesant wanted to make a fight of it. But when he tried to convince New Amsterdam’s leaders to keep news of the lenient surrender terms – and reports of the fort’s limited supply of good gun powder – from the inhabitants, the burgomasters left the meeting “greatly disgusted and dissatisfied.” Furious at their defiance, Stuyvesant tore up Nicolls's letter offering terms. Within hours work on the city's fortifications ceased, and a delegation of the “inhabitants of the place assisted by their wives and children crying and praying” confronted the director and demanded that he re-assemble the letter and

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negotiate surrender. The following day ninety-three prominent burghers – including Stuyvesant’s own seventeen-year-old son – presented a remonstrance denouncing resistance as a folly that would not save “the smallest portion of our entire city, our property and (what is dearer to us), our wives and children, from total ruin.” Stuyvesant relented, and merchant leaders met with Nicolls and his officers to draft the Articles of Capitulation under which New Netherland and New Amsterdam became New York, New York. The conquest of New Netherland expelled the Dutch from the continent and consolidated the English colonization of North America. Thereafter the English turned their attention to the French as their major European competitor in the North Atlantic, culminating with the French and Indian War (1756-63), which ushered in the era of the American Revolution. But Dutch New York lived on in the marriage choices, inheritance practices, and naming patterns of a population which, in New York City, remained "Dutch" until at least the end of the seventeenth century and up the Hudson River Valley for a decade or more into the eighteenth. For those who care to look, Dutch New York lives on still in the names of streets and noteworthy families, and in the "cookies" and "coleslaw" which the rest of the world has come to consider so quintessentially American. 1 O’Callaghan, E.B. and Fernow, Berthold, eds. Documents Relative to the Colonial History of New York. 15 vols. Albany: 1856-87, 1: 139.

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OUTSIDE READING NOTESHEET Conflict and Commerce: The Rise and Fall of New Netherland

Year Event Year Event

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APUSH SUPPLEMENTAL READING NOTES The Years of Magical Thinking: Explaining the Salem Witchcraft Crisis

Please answer each question thoroughly and completely. If you have treated this assignment lightly, you will be at a disadvantage in writing essays that call for “substantial and appropriate outside information.” Read Years of Magical Thinking: Explaining the Salem Witchcraft Crisis by Mary Beth Norton and generate notes in the space provided. (Reading included)

In two or three well thought out sentences, summarize the major point of this reading. (Please be thorough. This will be very important to you late in the year when reviewing for the AP test) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ In a couple of sentences, what was the bias of the author? From what perspective does the author write--political, social, and economic? Why is this significant in the document you have read? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________


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The purpose of this assignment is to help you be prepared to refer to historians or historically significant individuals in your AP test essays. In the space below, write down quotes from the document that you think might be useful. Try to be selective--choose those that are genuinely typical of the writer’s thinking or that highlight a major point in the writer's thinking or argument. Include page numbers so that you can find them again when we review. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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The Years of Magical Thinking: Explaining the Salem Witchcraft Crisis

by Mary Beth Norton

Most Americans’ knowledge of the seventeenth century comes from semi-mythical events such as the First Thanksgiving at Plymouth, Pocahontas purportedly saving Captain John Smith from execution in early Virginia, and Salem witchcraft. This witchcraft scare, and the trials that followed, have especially seized the popular imagination.

Separating the myths from the reality of the Salem witchcraft episode is the historian’s task. In large part, students learn about the Salem witchcraft trials from reading Arthur Miller’s play The Crucible, frequently assigned in high school classes. Miller’s play is a work of fiction, not history, but its enormous popularity has effectively distorted what really happened in Essex County, Massachusetts, in 1692. Even though Miller drew on original legal documents, he gave his own twist to the evidence. Most notably, he transformed Abigail Williams, an accuser who was actually eleven years old, into an older servant who had had an affair with his hero, John Proctor, and who was seeking revenge for Proctor’s return to his wife. Although Proctor’s actual servant, Mary Warren, accused him and his wife Elizabeth of being witches, no record implies a romantic relationship between Warren and Proctor.

Miller’s play perpetuates myths about the 1692 crisis that were initially created in the nineteenth century. He begins the play with a dramatic scene of the later accusers dancing in the forest and dabbling in magic under the direction of Tituba, the African slave of the Reverend Samuel Parris. That scene is entirely fictional. No seventeenth-century source describes the teenaged accusers engaging in magic of any sort as a group, and no source describes any involvement by Tituba in conjuring with the accusers. In addition, Tituba was not African but rather Native American; she probably had been captured by England’s Indian allies in a raid on one of the Spanish missions in the region that is now northern Florida or southern Georgia, for one reliable source terms her a “Spanish Indian,” as such captives were known in New England. (Nineteenth-century authors concluded she was African or half African because they knew she was a slave, and at that time historians did not realize how many enslaved Indians lived in New England.)

Even our common name for the crisis—Salem witchcraft—is geographically inaccurate. The accusations began in Salem Village, an area distinct from Salem Town and now known as the town of Danvers; and by the time the crisis had ended, more people had been accused of witchcraft in neighboring Andover than in Salem Town or Salem Village. Of the approximately 150 people formally charged during the crisis, only twenty-four resided in Salem Village. The witchcraft crisis in fact enveloped much of Essex County, the entire northeastern portion of the Massachusetts Bay Colony. Therefore, an analysis of its origins and consequences cannot be confined to Salem Village alone, nor can the entire explanation lie (as it does for Miller and many others) solely in the accusations advanced by the “afflicted girls.”

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The crisis began in mid-to-late January 1692 when three young Salem Village children suffered from strange fits that contorted their bodies and led them to complain of various ailments, which they eventually—under detailed questioning from concerned adults—attributed to tortures inflicted upon them by three local witches, one of whom was the Native American slave Tituba. Interrogated by the authorities in early March, Tituba confessed to being a witch and implicated the other two named by the children. She also offered vague descriptions of additional witches from other towns. A careful examination of the chronological development of the crisis shows that, at first, the authorities hesitated to arrest anyone other than the three initially accused. But when some married women and twenty-somethings in Salem Village also began to suffer from fits and to offer additional accusations, the crisis escalated. More people, in Salem Village and elsewhere, started to accuse their neighbors of being in league with the devil. Such charges reached an initial peak in May and a second one in July through early September.

Depositions gathered by the authorities frequently, though not always, showed that witnesses had longstanding suspicions of those they accused. Some of the testimony recounted injuries suffered in mysterious incidents that had occurred two or three decades earlier, incidents that the accusers attributed to their neighbors’ practice of witchcraft. Such suspicions then were validated in 1692 by the afflicted people’s claims of torture visited upon them by those very witches in spectral form. It seems clear that, as the crisis developed, the afflicted people (who resided in Salem Village and Andover) heard gossip about suspects from many Essex County towns and incorporated that gossip into their accusations. Scholars disagree about whether the afflicted people acted deliberately and rationally or not, but nearly all historians reject explanations that attribute the crisis to such causes as epilepsy, an outbreak of disease (one author has posited encephalitis), or ergot poisoning, which may lead to hallucinations. Those who have studied the crisis most thoroughly concur that no physical or medical explanation can account for all the evidence.

One might ask: if many of the accusations had roots that were decades old, why were prosecutions not pursued vigorously prior to 1692? Why did that year become so critical? Only a handful of the accused witches in the Salem crisis had been tried previously, and all had been released without formal punishment. Those questions and that observation turn our attention away from the accused and the accusers to the Massachusetts authorities. In 1692, judges took seriously witchcraft claims they had earlier summarily rejected.

The explanation for why the judges acted that way lies in the fact that they were the colony’s councilors and military leaders as well as the justices of the special court established by the governor in May to try the witches. In those other capacities, they were deeply involved in the war with the Wabanaki Indians then enveloping New England. The war had begun in August 1688, and the English colonists had suffered devastating defeats. Once-prosperous settlements on the Maine coast—where fishing and lumbering produced major profits for Salem and Boston merchants and investors—had largely been abandoned after they were overrun by Native warriors.

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English settlers had long believed that the Indians of North America were devil-worshippers. Colonists lived in what one historian has termed a “world of wonders,” in which—prior to the adoption of Enlightenment thinking about scientific explanations of natural phenomena—many seemingly inexplicable occurrences were attributed to witchcraft or other supernatural causes. For Puritans, the invisible world was as palpably real as the visible one. Accordingly, Massachusetts residents could readily connect the war in the visible world, in which they were being attacked by Indians, to the war in the invisible world, in which they were being attacked by witches. Both antagonists were acting at the direction of the devil, and if New Englanders could not defeat the devil and his Native allies on the battlefield, they could at least defeat him in the courtroom.

And so it was surely no coincidence that Tituba, a Native American (though not a Wabanaki), was one of the first three accused witches. Nor was it a coincidence that the first large wave of accusations came in mid-April, immediately after one confessing witch revealed that the devil had recruited her into his ranks four years earlier while she was living on the Maine frontier. Once the two challenges to the colony’s existence became linked in New Englanders’ minds, they perceived witches everywhere, just as they similarly feared attacking Indians so much that one panicky Essex County community, Gloucester, mustered its militia for several weeks in July to fight what residents later acknowledged were nothing but spectral Native enemies. And a little-known fact is that among the accused witches were some prominent men long suspected of trading with the Wabanakis.

The special court tried suspects at brief sessions held sporadically from mid-June through late September 1692. Twenty-seven people were convicted, nineteen of them (fourteen women, five men) hanged; the last executions were on September 22. An additional male suspect, Giles Corey, rejected the court’s authority by refusing to enter a plea and was pressed to death by heavy stones (a medieval English punishment). In late October, after criticism of the court’s acceptance of the afflicted people’s descriptions of spectral tortures became too loud to ignore, the governor dissolved the special court. But a few accusations and arrests still followed, and trials resumed in January 1693 in regular courts. Three more women, all confessing witches, were convicted, but the governor quickly reprieved them, as he did the eight people who had been convicted by the special court but not yet hanged.

The Salem witchcraft crisis of 1692 was neither a vast conspiracy of local residents, nor, as Miller’s play suggests, an attempt at revenge by a thwarted lover. Rather, it was a product of its own fraught era—the unique confluence of a devastating war in northern New England, rampant gossip, and pre-Enlightenment magical thinking. Almost as remarkable is the speed with which the crisis passed. Five years later, as the Indian war ended, one judge and twelve jurors publicly apologized. In 1711, the colony compensated many surviving victims and their families. But not until early this century did the state by law formally declare all the accused to be innocent.

Mary Beth Norton is the Mary Donlan Alger Professor of History at Cornell University. She is the author of Founding Mothers & Fathers: Gendered Power and the Forming of American Society (1996), and In the Devil’s Snare: The Salem Witchcraft Crisis of 1692 (2003).

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Chapter #5: Colonial Society on the Eve of Revolution – Big Picture Themes (pages 84-105)

1. The Americans were very diverse for that time period. New England was largely from English background, New York was Dutch, Pennsylvania was German, the Appalachian frontier was Scots-Irish, the southern coast African-American and English, and there were spots of French, Swiss, and Scots-Highlanders.

2. Although they came from different origins, the ethnicities were knowingly or what mingling and melting together into something called “Americans.”

3. Most people were farmers, an estimated 90%. The northern colonies held what little industry America had at the time: shipbuilding, iron works, rum running, trade, whaling, fishing. The south dealt with crops, slaves, and naval stores.

4. There were two main Protestant denominations: the Congregational Church up north, and the Anglican Church down south. Both were “established” meaning tax money went to the church. Poised for growth were the “backwoods” faiths of the Baptists and Methodists that grew by leaps thanks to the Great Awakening.

IDENTIFICATIONS: Great Awakening The Great Awakening was a religious revival held in the 1730's and 1740's to motivate the colonial America. Motivational speakers such as Jonathan Edwards and George Whitefield helped to bring Americans together.

George Whitfield Whitefield came into the picture in 1738 during the Great Awakening, which was a religious revival that spread through all of the colonies. He was a great preacher who had recently been an alehouse attendant. Everyone in the colonies loved to hear him preach of love and forgiveness because he had a different style of preaching. This led to new missionary work in the Americas in converting Indians and Africans to Christianity, as well as lessening the importance of the old clergy.

Jonathan Edwards An American theologian and Congregational clergyman, whose sermons stirred the religious revival, called the Great Awakening. He is known for his " Sinners in the Hands of an Angry God " sermon.

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Old and New Lights In the early 1700's, old lights were simply orthodox members of the clergy who believed that the new ways of revivals and emotional preaching were unnecessary. New lights were the more modern- thinking members of the clergy who strongly believed in the Great Awakening. These conflicting opinions changed certain denominations, helped popularize missionary work and assisted in the founding educational centers now known as Ivy League schools.

Phyllis Wheatley (this id was added to the answer key – worth including) Born around 1753, Wheatley was a slave girl who became a poet. At age eight, she was brought to Boston. Although she had no formal education, Wheatley was taken to England at age twenty and published a book of poetry. Wheatley died in 1784.

Age of Reason/Enlightenment A philosophical movement which started in Europe in the 1700's and spread to the colonies. It emphasized reason and the scientific method. Writers of the enlightenment tended to focus on government, ethics, and science, rather than on imagination, emotions, or religion. Many members of the Enlightenment rejected traditional religious beliefs in favor of Deism, which holds that the world is run by natural laws without the direct intervention of God.

John Peter Zenger A New York newspaper printer, was taken to court and charged with seditious libel (writing in a malicious manner against someone). The judge urged the jury to consider that the mere fact of publishing was a crime, no matter whether the content was derogatory or not. Zenger won after his lawyer, Andrew Hamilton, excellently defended his case. The importance—freedom of the press scored a huge early victory in this case.

http://www.course-notes.org/vocabulary/term/Old_and_New_Lights

http://www.course-notes.org/vocabulary/term/Phillis_Wheatley

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GUIDED READING QUESTIONS: Conquest by the Cradle Know: Thirteen Original Colonies 1. What was the significance of the tremendous growth of population in Britain's North

American colonies? A Mingling of Races Know: Pennsylvania Dutch, Scots-Irish, Paxton Boys, Regulator Movement 2. What was the significance of large numbers of immigrants from places other than

England? The Structure of Colonial Society Know: Social Mobility 3. Assess the degree of social mobility in the colonies. Makers of America: The Scots-Irish Know: The Session 4. How had the history of the Scots-Irish affected their characteristics?

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Workaday America Know: Triangular Trade, Naval Stores, Molasses Act 5. Describe some of the more important occupations in the colonies. Horsepower and Sailpower Know: Taverns 6. What was it like to travel in early America? Dominant Denominations Know: Established Church, Anglicans, Congregationalists, Presbyterians 7. How did the denominations in America affect relations with Great Britain? The Great Awakening Know: Jonathan Edwards, George Whitefield, Old Lights, New Lights, Baptists 8. How was the religion encompassed in the Great Awakening different from traditional

religion? What was important about the difference? Schools and Colleges Know: Latin and Greek 9. What kind of education could a young person expect in colonial times?

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A Provincial Culture Know: John Trumbull, Charles Wilson Peale, Benjamin West, John Singleton Copley, Benjamin Franklin 10. Did Americans distinguish themselves in the arts during the colonial period? Explain. Pioneer Presses Know: John Peter Zenger 11. Why was the jury verdict in the Zenger case important? The Great Game of Politics Know: Royal Colonies, Proprietary colonies, self-governing colonies, colonial assemblies, power of

the purse, Town Meetings, property qualifications 12. How democratic was colonial America?

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Chapter #6: Duel for North America – Big Picture Themes (pages 106-121)

1. Two dominant cultures emerged in the 1700s in North America: (a) England controlled the Atlantic seaboard from Georgia to Maine, and (b) France controlled the area of Quebec and along the Great Lakes and down the Mississippi River.

2. New England consisted of towns made up by farmers. They cleared the land and pushed the Indians out. New France was made up of fur trading outposts. They were scattered and lived with and often worked with the Indians in the forests and streams.

3. Like cats and dogs, England and France cannot live together that close. While separated, they were fine, but the two cultures began to rub against one another in the Ohio Valley. This started the French and Indian War.

4. The French and Indian War saw the English defeat France. France was totally kicked out of North America.

IDENTIFICATIONS:

Samuel de Champlain Samuel de Champlain was a French explorer who sailed to the West Indies, Mexico, and Panama. He wrote many books telling of his trips to Mexico City and Niagara Falls. His greatest accomplishment was his exploration of the St. Lawrence River and his latter settlement of Quebec.

William Pitt William Pitt was a British leader from 1757-1758. He was a leader in the London government, and earned himself the name, "Organizer of Victory". He led and won a war against Quebec. Pittsburgh was named after him.

Pontiac Indian Chief; led post war flare-up in the Ohio River Valley and Great Lakes Region in 1763; his actions led to the Proclamation of 1763; the Proclamation angered the colonists.

Albany Plan of Union A conference in the United States Colonial history form June 19 through July 11, 1754 in Albany New York. It advocated a union of the British colonies for their security and defense against French Held by the British Board of Trade to help cement the loyalty of the Iroquois League. After receiving presents, provisions and promises of Redress of grievances. 150 representatives if tribes withdrew without committing themselves to the British cause.

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Proclamation of 1763 The Proclamation of 1763 was an English law enacted after gaining territory from the French at the end of the French and Indian War. It forbade the colonists from settling beyond the Appalachian Mountains. The Colonists were no longer proud to be British citizens after the enactment. The Proclamation of 1763 caused the first major revolt against the British.

Pontiac’s Rebellion 1763 An Indian uprising after the French and Indian War, led by an Ottowa chief named Pontiac. They opposed British expansion into the western Ohio Valley and began destroying British forts in the area. The attacks ended when Pontiac was killed. Five Nations of the Iroquois The federation of tribes occupying northern New York: the Mohawk, the Oneida, the Senecca, the Onondaga, and the Cayuga. The federation was also known as the "Iroquois," or the League of Five Nations, although in about 1720 the Tuscarora tribe was added as a sixth member. It was the most powerful and efficient North American Indian organization during the 1700s. Some of the ideas from its constitution were used in the Constitution of the United States.

Salutary Neglect Prime Minister Robert Walpole’s policy in dealing with the American colonies. He was primarily concerned with British affairs and believed that unrestricted trade in the colonies would be more profitable for England than would taxation of the colonies.

French and Indian War (1754-1763) Was a war fought by French and English on American soil over control of the Ohio River Valley-- English defeated French in1763. Historical Significance: established England as number one world power and began to gradually change attitudes of the colonists toward England for the worse.

The Battle of Quebec 1759 James Wolfe, handsome at 32 years old, scored a major victory at the Battle of Quebec. Quebec was considered impenetrable with its bluffs. But, Wolfe's men snuck up the cliffs, then surprised and defeated the French on the Plains of Abraham. Both Wolfe and his French counterpart Marquis de Montcalm were killed in the battle

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GUIDED READING QUESTIONS:

France Finds a Foothold in Canada Know: Huguenots, Samuel de Champlain, New France 1. How was the colony of New France different from the British North American colonies? New France Fans Out Know: Beaver, Coureurs de Bois, Voyageurs, Robert de La Salle 2. What factors led to the French settlement of New France? The Clash of Empires Know: Treaty of Utrecht, War of Jenkins's Ear, James Oglethorpe, Louisbourg 3. Describe the early wars between France and Britain. George Washington Inaugurates War with France Know: Fort Duquesne, George Washington, Fort Necessity, Acadians 4. How did George Washington spark the French and Indian War?

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Global War and Colonial Disunity Know: Benjamin Franklin, Albany Plan of Union, "Join or Die" 5. What was meant by the statement, “America was conquered in Germany? Braddock's Blundering and Its Aftermath Know: Edward Braddock

6. What setbacks did the British suffer in the early years of the French and Indian War? Pitt's Palms of Victory Know: William Pitt, James Wolfe, Battle of Quebec 7. What was the significance of the British victory in the French and Indian War? Restless Colonials 8. How did the French and Indian War affect the relationship between the colonies and

with the mother country?

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War’s Fateful Aftermath Know: Treaty of Paris, Pontiac, Daniel Boone, Proclamation of 1763

9. How did French defeat lead to westward expansion and tension with Native Americans and the British?

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APUSH – Document Based Question Practice Directions: Please analyze the following document based on your guided reading notes.

Document Information

(What does the document tells us?) Document Inferences

(What inferences can be drawn from the document?)

Outside Information (What essential outside information can be teased from the document and used in a quality essay)

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Chapter #7: The Road to Revolution (pages 122-139)

1. Following the French and Indian War, the British crown needed money and figured the Americans could help pay for the war.

2. Also, the economic policy of mercantilism dictated that England try to keep its hard money within the British Empire. So, laws were passed to restrict American trade.

3. The taxes and regulations that followed were not received well by the Americans, notably the Stamp Act.

4. Conditions deteriorated and radical patriots brought matters to a head in events such as the Tea Party and Boston Massacre. Even though most Americans would be considered moderates at the time, the radical patriots were the ones making things happen.

5. The culmination of the patriots’ activities came at Lexington and Concord, when the American Revolution began.

IDENTIFICATIONS

Lord North 1770's-1782 King George III's stout prime minister (governor during Boston Tea Party) in the 1770's. Lord North's rule fell in March of 1782, which therefore ended the rule of George III for a short while.

Internal/External taxation According to this doctrine, the colonies existed for the benefit of the mother country; they should add to its wealth, prosperity, and self-sufficiency. The settlers were regarded more or less as tenants. They were expected to produce tobacco and other products needed in England and not to bother their heads with dangerous experiments in agriculture or self-government.

George Grenville George Grenville was the British Prime Minister from 1763-1765. To obtain funds for Britain after the costly 7-Years War, in 1763 he ordered the Navy to enforce the unpopular Navigation Laws, and in 1764 he got Parliament to pass the Sugar Act, which increased duties on sugar imported from the West Indies. He also, in 1765, brought about the Quartering Act, which forced colonists to provide food and shelter to British soldiers, who many colonists believed were only present to keep the colonists in line

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Letter from a Farmer in Pennsylvania A declaration of colonial rights and grievances, written by John Dickinson in 1767 to protest the Townshend Acts. Although an outspoken critic of British policies towards the colonies, Dickinson opposed the Revolution, and, as a delegate to the Continental Congress in 1776, refused to sign the Declaration of Independence. Gaspee Incident In June, 1772, the British customs ship Gaspée ran a ground off the colonial coast. When the British went ashore for help, colonials boarded the ship and burned it. They were sent to Britain for trial. Colonial outrage led to the widespread formation of Committees of Correspondence. Charles Townshend Charles Townshend was control of the British ministry and was nicknamed "Champagne Charley" for his brilliant speeches in Parliament while drunk. He persuaded Parliament in 1767 to pass the Townshend Acts. These new regulations was a light import duty on glass, white lead, paper, and tea. It was a tax that the colonist were greatly against and was a near start for rebellions to take place. Baron Von Steuben A stern, Prussian drillmaster that taught American soldiers during the Revolutionary War how to successfully fight the British.

Mercantilism According to this doctrine, the colonies existed for the benefit of the mother country; they should add to its wealth, prosperity, and self-sufficiency. The settlers were regarded more or less as tenants. They were expected to produce tobacco and other products needed in England and not to bother their heads with dangerous experiments in agriculture or self-government.

"Virtual" representation Theory that claimed that every member of Parliament represented all British subjects, even those Americans in Boston or Charleston who had never voted for a member of the London Parliament.

Sons of Liberty An organization established in 1765, these members (usually in the middle or upper class) resisted the Stamp Act of 765. Even though the Stamp Act was repealed in 1766, the Sons of Liberty combined with the Daughters of Liberty remained active in resistance movements.

Admiralty courts British courts originally established to try cases involving smuggling or violations of the Navigation Acts which the British government sometimes used to try American criminals in the colonies. Trials in Admiralty Courts were heard by judges without a jury.

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Committees of Correspondence Samuel Adams started the first committee in Boston in 1772 to spread propaganda and secret information by way of letters. They were used to sustain opposition to British policy. The committees were extremely effective and a few years later almost every colony had one. This is another example of the colonies breaking away from Europe to become Americans.

First Continental Congress a convention and a consultative body that met for seven weeks, from September 5 to October 26, 1774, in Philadelphia; it was the American's response to the Intolerable Acts; considered ways of redressing colonial grievances; all colonies except Georgia sent 55 distinguished men in all; John Adams persuaded his colleagues toward revolution; they wrote a Declaration of Rights and appeals to British American colonies, the king, and British people; created the Association which called for a complete boycott of English goods; the Association was the closet thing to a written constitution until the

Loyalists (Tories) Colonials loyal to the king during the American Revolution.

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The Deep Roots of Revolution 1. Why does the author say that the American Revolution began when the first settlers

stepped ashore? Mercantilism and Colonial Grievances Know: Mercantilism, Navigation Laws, Royal Veto 2. Explain the economic theory of mercantilism and the role of colonies. 3. How did Parliament enact the theory of mercantilism into policy? The Merits and Menace of Mercantilism Know: Salutary Neglect, John Hancock, Bounties 4. In what ways did the mercantilist theory benefit the colonies?

5. What economic factors were involved in leading colonists to be displeased with the British

government?

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The Stamp Tax Uproar Know: George Grenville, Sugar Act, Quartering Act, Stamp Act, Admiralty Courts, Virtual Representation 6. Why were the colonists so upset over relatively mild taxes and policies? Forced Repeal of the Stamp Act Know: Stamp Act Congress, Non- importation Agreements, Homespun, Sons of Liberty, Declaratory Act

7. In what ways did colonists resist the Stamp Act? The Townshend Tea Tax and the Boston "Massacre" Know: Townshend Acts, Indirect Tax, Boston Massacre, John Adams 8. How did the Townshend Acts lead to more difficulties? The Seditious Committees of Correspondence Know: George III, Lord North, Samuel Adams, Committees of Correspondence 9. How did Committees of Correspondence work?

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Tea Brewing in Boston Know: British East India Company, Boston Tea Party 10. What was the cause of the Boston Tea Party, and what was its significance? Parliament Passes the "Intolerable Acts" Know: Boston Port Act, Massachusetts Government Act, Administration of Justice Act, Quartering

Act of 1774, Quebec Act 11. What was so intolerable about the Coercive (Intolerable) Acts? Bloodshed Know: First Continental Congress, Declaration of Rights, The Association, Tar and Feathers,

Minute Men, Lexington and Concord 12. What was the goal of the First Continental Congress?

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Imperial Strength and Weakness Know: Hessians, Tories 13. What were British strengths and weaknesses at the outset of the war? American Pluses and Minuses Know: George Washington, Ben Franklin, Marquis de Lafayette, Continentals 14. What were the American strengths and weaknesses at the outset of the war? A Thin Line of Heroes Know: Valley Forge, Baron von Steuben, Continental Army 15. What role was played by African-Americans in the Revolution?

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Chapter #8: American Secedes from the Empire – Big Picture Themes (pages 140-163)

1. Nearly every advantage on paper went to Britain during the revolution. They had better troops, training, a much better navy, experienced generals, more money, better weapons and equipment.

2. The Americans had on their side heart and geography. America was very big and ocean removed from England.

3. Perhaps due to necessity rather than plan, American employed a drawn-out strategy where the war drug on for six years. America won by constantly withdrawing to the nation’s interior and moving on to fight another day.

4. Meanwhile, as the war waged, the Declaration of Independence was written, signed, and approved.

5. The Treaty of Paris 1763 legitimized the new nation.

IDENTIFICATIONS:

Second Continental Congress The Second Continental Congress met in Philadelphia on May 10, 1775. Three delegates added to the Congress were Benjamin Franklin, Thomas Jefferson, and John Hancock. The Congress took on governmental duties. (United all the colonies for the war effort.) They selected George Washington as Commander in Chief. They encouraged the colonies to set themselves up as states. On July 4, 1776 they adopted the Declaration of Independence. The Congress ended March 1, 1781 when a Congress authorized by the Articles of Confederation took over.

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Hessians They were German mercenaries who were comprised of approximately 30,000 soldiers in the British army during the Revolutionary War. They fought among 162,000 other Britons and loyalists but were outnumbered by the 220,000 troops of the Continental Army.

Thomas Paine/Common Sense Common Sense written in 1776 was one of the most potent pamphlets ever written. It called for the colonists to realize their mistreatment and push for independence from England. The author Thomas Paine introduced such ideas as nowhere in the universe sis a smaller heavenly body control a larger. For this reason their is no reason for England to have control over the vast lands of America. The pamphlet with its high-class journalism as well as propaganda sold a total of 120,000 copies within a few months.

Natural Rights Theory theory that people are born with certain "natural rights." Some say these rights are anything people do in the pursuit of liberty--as long as the rights of others are not impeded.

George Washington He had led troops (rather unsuccessfully) during the French and Indian War, and had surrendered Fort Necessity to the French. He was appointed commander-in-chief of the Continental Army, and was much more successful in this second command.

Marquis de Layfette A wealthy French nobleman, nicknamed "French Gamecock", made major general of colonial army, got commission on part of his family.

John Burgoyne Burgoyne is best known for his role in the American War of Independence. During the Saratoga campaign he surrendered his army of 5,000 men to the American troops on October 17, 1777. Appointed to command a force designated to capture Albany and end the rebellion, Burgoyne advanced from Canada but soon found himself surrounded and outnumbered. He fought two battles at Saratoga, but was forced to open negotiations with Horatio Gates. Although he agreed to a convention, on 17 October 1777, which would allow his troops to return home, this was subsequently revoked and his men were made prisoners. Burgoyne faced criticism when he returned to Britain, and never held another active command. Benedict Arnold He was an American General during the Revolutionary War (1776). He prevented the British from reaching Ticonderoga. Later, in 1778, he tried to help the British take West Point and the Hudson River but he was found out and declared a traitor.

http://en.wikipedia.org/wiki/American_War_of_Independence

http://en.wikipedia.org/wiki/Battle_of_Saratoga

http://en.wikipedia.org/wiki/Battle_of_Saratoga

http://en.wikipedia.org/wiki/Convention_Army

http://en.wikipedia.org/wiki/Albany,_New_York

http://en.wikipedia.org/wiki/Saratoga,_New_York

http://en.wikipedia.org/wiki/Horatio_Gates

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Treaty of Paris, 1783 The British recognized the independence of the United States. It granted boundaries, which stretched from the Mississippi on the west, to the Great Lakes on the north, and to Spanish Florida on the south. The Yankees retained a share of Newfoundland. It greatly upset the Canadians.

Battle of Trenton (Dec 26, 1776) Washington crossed the Delaware river going south and surprised the British by coming back across the river; Washington split his 2400 men into two divisions and attacked the British from two sides The colonials were successful and the victory gave the troops a great boost of confidence and the colonies a great positive push Battles of Lexington and Concord ( April 19, 1774) General Gage, stationed in Boston, was ordered by King George III to arrest Samuel Adams and John Hancock. The British marched on Lexington, where they believed the colonials had a cache of weapons. The colonial militias, warned beforehand by Paul Revere and William Dawes, attempted to block the progress of the troops and were fired on by the British at Lexington. The British continued to Concord, where they believed Adams and Hancock were hiding, and they were again attacked by the colonial militia. As the British retreated to Boston, the colonials continued to shoot at them from behind cover on the sides of the road. This was the start of the Revolutionary War. Battle of Saratoga British General John Burgoyne felt overwhelmed by a force three times larger than his own, and surrendered on October 17, 1777. This forced the British to consider whether or not to continue the war. The U.S. victory at the Battle of Saratoga convinced the French that the U.S. deserved diplomatic recognition. Battle of Yorktown Washington, along with Admiral de Grasse’s French fleet, trapped British General Cornwallis on the Yorktown peninsula. The Siege of Yorktown began in September of 1781, and ended when Cornwallis realized that he lost three key points around Yorktown and surrendered.

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Congress Drafts George Washington Know: Second Continental Congress, George Washington 1. Why was George Washington chosen as general of the American army? Bunker Hill and Hessian Hirelings Know: Ethan Allen, Benedict Arnold, Fort Ticonderoga, Bunker Hill, Redcoats, Olive Branch Petition, Hessians 2. George III "slammed the door on all hope of reconciliation." How and why? The Abortive Conquest of Canada Know: Richard Montgomery

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3. Did the fighting go well for Americans before July of 1776? Explain. Thomas Paine Preaches Common Sense 4. Why was Common Sense important? Paine and the Idea of "Republicanism" Know: Republic, Natural Aristocracy 5. Why did Paine want a democratic republic? Jefferson's "Explanation" of Independence Know: Richard Henry Lee, Thomas Jefferson, Declaration of Independence, Natural Rights 6. What does the Declaration of Independence say? Patriots and Loyalists Know: Patrick Henry 7. What kinds of people were Loyalists?

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Makers of America: The Loyalists 8. What happened to Loyalists after the war? The Loyalist Exodus 9. What happened to Loyalists during the war? Burgoyne's Blundering Invasion Know: John Burgoyne, Benedict Arnold, Saratoga, Horatio Gates 10. Why did the Americans win the battle of Saratoga? Why was it significant? Revolution in Diplomacy? 11. Why did the French help America win independence? The Colonial War Becomes a Wider War Know: Armed Neutrality 12. Why was foreign aid so important to the American cause?

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Blow and Counterblow Know: Nathaniel Greene, Charles Cornwallis 13. Would an American Patriot, reading news of the war in 1780, have been happy about the

way the war was going? Explain. The Land Frontier and the Sea Frontier Know: Iroquois Confederacy, Fort Stanwix, George Rogers Clarke, John Paul Jones, Privateers 14. Was frontier fighting important in the outcome of the war? Yorktown and the Final Curtain Know: Charles Cornwallis, Yorktown 15. If the war did not end at Yorktown, then why was it important? Peace at Paris Know: Benjamin Franklin, John Adams, John Jay, Treaty of Paris 16. What did America gain and what did it concede in the Treaty of Paris?

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A New Nation Legitimized Know: Whigs 17 Did Americans get favorable terms in the Treaty of Paris? Explain. Whose Revolution? 18. Which of the interpretations of the Revolution seems most true to you? Least true?

Explain.

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FIVE EXPLANATIONS OF THE REVOLUTIONARY WAR 1. Political Conflict: A struggle between tyrannical control of England & the liberty-loving Americans who saw an opportunity to carry out the beliefs of the Enlightenment thinkers 2. Practical: the impossibility of England’s maintaining colonies 3,000 miles away as part of its empire as well as the internal political conflicts in British government 3. Economic Conflict: between the growing American free enterprise system & the English mercantile system 4. Religious Conflict – between the variety of religions that settled in the colonies & the Church of England, the dominant religion of English officials & aristocrats 5. Social Conflict: The development of a new class structure in the colonies due to the ending of heredity, birthright status, & primogeniture, & the availability of land & the expansion of the the right to vote as social “level-ers”

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