APUSH Period 2 Study Compendium

1607–1754

This work starts off with the kind of high-quality notes that an exemplary APUSH student might produce in preparation for the Period 1 exam, with these notes representing a comprehensive amalgamation of the knowledge gained in class.

These notes, produced in collaboration with ChatGPT, align 100% with the CED’s Period 2 topic sequencing and related key concepts, and they close out with the following:

• Several SAQs, answers included.
• The P2 key concepts and need-to-know proper nouns
• The P2 key concepts and need-to-know common nouns and need-to-know compound nouns.

After providing my students with a link to this compendium, I also plan to provide them with a link to my Period 2 Slideshow, which also aligns 100% with the CED.

Then, I will project the slideshow onto a screen at the front of the room and teach each topic as I normally would, though after each topic, I will direct the students to read over the corresponding notes.

Then I will ask the following questions:

• Did the slideshow mention anything about the topic that wasn’t mentioned in the notes?
• Did the notes mention anything about the topic that wasn’t in the slideshow?
• Did you notice anything in the slideshow that you think isn’t true or correct?
• Did you notice anything in the notes that you think isn’t true or correct?

Then, prior to giving my students the Unit 2 Progress Checks, I plan to have the students work in groups to review each of the APUSH-style SAQs found towards the end of this post.

For each SAQ, the students will be called upon to decide whether the answer is correct and whether they think it should earn the “APUSH Exam SAQ Point.

My overriding goal here, with this P2 Study Compendium and with my P1 and P3-P9 Study Compendiums, is not just to prepare my students thoroughly for the May exam but to do so in a manner that enables me to reserve one full hour of class time at the end of every week for what I call ‘PBL Friday.’ I firmly believe that PBL is in the best interest of my APUSH students.”

TOPIC 2.2: European Colonization

Spanish efforts to extract wealth from the land led them to develop institutions based on subjugating native populations, converting them to Christianity, and incorporating them, along with enslaved and free Africans, into Spanish colonial society.

French and Dutch colonial efforts involved relatively few Europeans and relied on trade alliances and intermarriage with American Indians to build economic and diplomatic relationships and acquire furs and other products for export to Europe.

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

I. Spanish Colonization

A. Motivations

1. Extraction of wealth: Spanish explorers sought gold, silver, and other valuable resources to enrich the Spanish crown and fund further exploration.
2. Spread of Christianity: Spanish colonists aimed to convert Native Americans to Catholicism, viewing it as their duty to spread their faith.
3. Expansion of Spanish empire and influence: Spain sought to extend its political and economic dominance in the New World.

B. Institutions and Practices

1. Encomienda system: A labor system established by the Spanish crown, which granted settlers the right to demand tribute and forced labor from Native American populations in exchange for providing protection and religious instruction. a. Repartimiento: A modification of the encomienda system, which limited the amount of labor that could be demanded from natives and required payment for work.
2. Mission system: Spanish priests established missions throughout the colonies to convert Native Americans to Catholicism and assimilate them into Spanish society. a. Impact on native culture: Missions often disrupted traditional native social structures, languages, and religious practices.
3. African slave labor: Spain imported enslaved Africans to work on plantations, in mines, and in other areas where native labor was insufficient or depleted.

C. Impact on Native Populations

1. Forced labor and exploitation: Native Americans were subjected to harsh labor conditions under the encomienda and repartimiento systems.
2. Introduction of European diseases: Native populations, lacking immunity to European diseases such as smallpox and measles, experienced devastating population declines.
3. Loss of land and resources: Spanish colonization led to displacement and dispossession of native communities.

II. French and Dutch Colonization

A. Motivations

1. Fur trade: Both French and Dutch colonists sought to profit from the lucrative fur trade with Native Americans.
2. Expansion of European influence and rivalry with other colonial powers.

B. Relations with Native Americans

1. Trade alliances: French and Dutch colonists established trade networks and alliances with native tribes, exchanging European goods for furs and other resources.
2. Intermarriage: French and Dutch colonists often married Native American women, fostering diplomatic ties and cultural exchange.

C. Limited European Settlement

1. Fewer European settlers in French and Dutch colonies compared to English colonies.
2. Focus on trade and diplomacy rather than large-scale agriculture and land acquisition.

III. English Colonization

A. Motivations

1. Social mobility: English colonists, including both men and women, sought opportunities for advancement and prosperity.
2. Economic prosperity: English settlers aimed to establish profitable agricultural enterprises and trade networks.
3. Religious freedom: Various religious groups, such as the Puritans and Quakers, sought refuge from persecution in England.
4. Improved living conditions: Settlers pursued a better life in the New World, free from the overcrowding and poverty of England.

B. Agricultural Focus and Land Acquisition

1. English colonists relied on agriculture, primarily tobacco, as their main economic activity.
2. Land was often taken from Native Americans, with colonists living separately from indigenous populations.

C. Impact on Native Americans

1. Loss of land and resources: English colonization led to further displacement and dispossession of native communities.
2. Conflicts and warfare: Tensions between colonists and Native Americans frequently erupted into violent conflicts, such as King Philip’s War and the Pequot War.
3. Disease: Native populations continued to suffer from introduced European diseases.

IV. Conclusion

• European colonization of the Americas was a complex and multifaceted process that involved different approaches and had different impacts on the regions they colonized.
• Understanding the differences between Spanish, French, and English colonization efforts is essential to understanding the social, political, and economic structures that developed in the Americas.

IV. Contrasting the European Colonists

Here are five broad contrasts, including the ones you’ve already mentioned:

1. Motivations for Coming to the New World:

• Spanish: Initial motivations included the quest for gold, spread of Catholicism, and the desire for prestige and power in the New World
• French: The French were primarily interested in the fur trade, exploration, and, to some extent, converting Native Americans to Christianity.
• British: The British motivations varied; they ranged from seeking economic opportunities, particularly in the form of cash crops in the south, to religious freedom, particularly in the north.

2. Where They Settled:

• Spanish: Established their earliest colonies in the Caribbean, Mexico, and later the American Southwest and Florida.
• French: Mainly settled in the northern parts of North America, primarily in the St. Lawrence River valley, the Great Lakes region, and down the Mississippi River, known as New France (which included parts of modern-day Canada, the Midwest, and the Louisiana Territory).
• British: Settled along the Atlantic coast, from present-day Maine to Georgia. Over time, they established 13 colonies.

3. Relations with Native Americans:

• Spanish: Had a mixed relationship with Native Americans. They set up missions to convert them to Christianity, but also enslaved and subjugated many indigenous groups, leading to significant population declines due to diseases and maltreatment.
• French: Generally established more amicable relations, especially due to their involvement in the fur trade. They often formed alliances and intermarried with Native tribes.
• British: Relations varied. In some areas, particularly in the early days, they formed alliances and traded with Native tribes. However, as British colonies expanded, they often pushed Native American tribes off their lands, leading to conflicts.

4. Economic Foundations:

• Spanish: Focused on extracting mineral wealth, especially gold and silver, and developed large plantation systems using indigenous and African slave labor.
• French: Primarily driven by the fur trade, which required vast territories and led them to rely on indigenous tribes as partners.
• British: Developed a diverse economy including small-scale farming, fishing, timber, and, notably in the southern colonies, large plantation systems cultivating tobacco, indigo, and later, rice and cotton.

5. Governance and Administration:

• Spanish: Operated under a strict royal governance structure, with viceroys and governors appointed by the Spanish Crown. The encomienda system granted Spanish settlers rights to indigenous labor and tribute.
• French: Operated under a royal charter for much of their colonial period, with officials appointed by the French Crown overseeing New France.
• British: Colonies operated with a variety of governance structures. Some, like the Massachusetts Bay Colony, had self-governing charters, while others, like Virginia, were royal colonies directly controlled by the crown.

TOPIC 2.3: The Regions of British Colonies

The Chesapeake and North Carolina colonies grew prosperous exporting tobacco — a labor-intensive product initially cultivated by white, mostly male indentured servants and later by enslaved Africans.

The New England colonies, initially settled by Puritans, developed around small towns with family farms and achieved a thriving mixed economy of agriculture and commerce.

The middle colonies supported a flourishing export economy based on cereal crops and attracted a broad range of European migrants, leading to societies with greater cultural, ethnic, and religious diversity and tolerance.

The colonies of the southern Atlantic coast and the British West Indies used long growing seasons to develop plantation economies based on exporting staple crops. They depended on the labor of enslaved Africans, who often constituted the majority of the population in these areas and developed their own forms of cultural and religious autonomy.

Distance and Britain’s initially lax attention led to the colonies creating self-governing institutions that were unusually democratic for the era.

The New England colonies based power in participatory town meetings, which in turn elected members to their colonial legislatures; in the southern colonies, elite planters exercised local authority and also dominated the elected assemblies.

I. Comparison and Contrast of British Colonial Regions

A. Economy

1. Similarity: All regions participated in trade with Europe, exporting raw materials and importing manufactured goods.
2. New England vs. Middle Colonies a. New England had a mixed economy based on small family farms, fishing, shipbuilding, and trade. b. Middle Colonies had a thriving export economy based on cereal crops, with more fertile land and larger farms.
3. New England and Middle Colonies vs. Southern Colonies a. Southern Colonies had a plantation-based economy focused on cash crops like tobacco, cotton, and rice, which required a larger labor force. b. New England and Middle Colonies had more diverse economies, with a focus on agriculture, trade, and artisan industries.

B. Social Structure

1. Similarity: All regions experienced some degree of social stratification, with elites holding considerable influence.
2. New England vs. Middle Colonies a. New England was known for its religiously driven, tightly-knit communities with a focus on education and morality. b. Middle Colonies were characterized by greater cultural, ethnic, and religious diversity, fostering a spirit of tolerance and cooperation.
3. New England and Middle Colonies vs. Southern Colonies a. Southern Colonies had a more rigid social hierarchy, with elite planters holding significant power, while enslaved Africans constituted the lowest rung of the social ladder. b. New England and Middle Colonies had more fluid social structures, with greater social mobility and more opportunities for different groups.

C. Political Structure

1. Similarity: All regions developed self-governing institutions with elected assemblies.
2. New England vs. Middle Colonies a. New England colonies had town meetings, which allowed for more participatory democracy at the local level. b. Middle Colonies’ political structures were shaped by their diverse populations, leading to a more balanced political landscape.
3. New England and Middle Colonies vs. Southern Colonies a. Southern Colonies were dominated by elite planters who exercised significant control over local authority and elected assemblies. b. New England and Middle Colonies had more inclusive political structures, with broader participation in governance.

D. Environment and Geography

1. New England vs. Middle Colonies a. New England had rocky soil, cold climate, and shorter growing seasons, which limited agricultural production. b. Middle Colonies had more fertile soil and a moderate climate, which supported a thriving agricultural sector.
2. New England and Middle Colonies vs. Southern Colonies a. Southern Colonies had long growing seasons, warm climate, and fertile soil, which made them well-suited for plantation agriculture and large-scale cash crop production. b. New England and Middle Colonies had more varied geography and climates, which shaped their more diverse economies and settlement patterns.

TOPIC 2.4: The Transatlantic Trade

An Atlantic economy developed in which goods, as well as enslaved Africans and American Indians, were exchanged between Europe, Africa, and the Americas through extensive trade networks. European colonial economies focused on acquiring, producing, and exporting commodities that were valued in Europe and gaining new sources of labor.

Continuing trade with Europeans increased the flow of goods in and out of American Indian communities, stimulating cultural and economic changes and spreading epidemic diseases that caused radical demographic shifts.

The British government increasingly attempted to incorporate its North American colonies into a coherent, hierarchical, and imperial structure in order to pursue mercantilist economic aims, but conflicts with colonists and American Indians led to erratic enforcement of imperial policies.

I. The Transatlantic Trade

A. Development of an Atlantic Economy

1. The transatlantic trade network involved the exchange of goods, enslaved Africans, and American Indians between Europe, Africa, and the Americas.
2. European colonial economies focused on acquiring, producing, and exporting commodities such as tobacco, sugar, rum, and cotton that were highly valued in Europe.
3. The slave trade, which brought millions of Africans to the Americas, was a major component of the transatlantic trade.

B. Effects on American Indian Communities

1. Trade with Europeans had both positive and negative effects on American Indian communities.
2. It increased the flow of goods in and out of American Indian communities, stimulating cultural and economic changes.
3. However, the trade also led to the spread of epidemic diseases such as smallpox, which caused radical demographic shifts and killed millions of American Indians.

C. British Imperial Policies in North America

1. The British government attempted to incorporate its North American colonies into a coherent, hierarchical, and imperial structure in order to pursue mercantilist economic aims.
2. The Navigation Acts, which regulated colonial trade and required certain goods to be shipped only to England, were intended to ensure that England benefited from its colonies’ economic activity.
3. The Proclamation of 1763, which prohibited colonists from settling west of the Appalachian Mountains, was issued in response to conflicts with American Indians over land.

D. Examples of Conflict

1. The transatlantic slave trade was a source of conflict between Europeans and Africans, as well as between different African societies.
2. The trade in goods such as furs, tobacco, and sugar led to conflicts between European colonial powers and American Indian societies over access to resources.
3. Epidemic diseases such as smallpox, which killed millions of American Indians, were a source of conflict between Europeans and American Indian societies.

Conclusion: The transatlantic trade had a significant impact on the economies and societies of Europe, Africa, and the Americas. European colonial economies focused on acquiring and exporting commodities, including enslaved Africans and goods such as tobacco, sugar, and furs. The trade with Europeans had both positive and negative effects on American Indian communities, including cultural and economic changes, as well as the spread of epidemic diseases that caused the deaths of millions. Conflicts between European colonial powers and American Indian societies, as well as conflicts between Europeans and Africans, were common and often centered around access to resources. British imperial policies in North America, such as the Navigation Acts and the Proclamation of 1763, were driven by economic concerns but often led to conflict with colonists and American Indians.

TOPIC 2.5 Interactions Between American Indians and Europeans

Interactions between European rivals and American Indian populations fostered both accommodation and conflict. French, Dutch, British, and Spanish colonies allied with and armed American Indian groups, who frequently sought alliances with Europeans against other American Indian groups.

British conflicts with American Indians over land, resources, and political boundaries led to military confrontations, such as Metacom’s War (King Philip’s War) in New England.

American Indian resistance to Spanish colonizing efforts in North America, particularly after the Pueblo Revolt, led to Spanish accommodation of some aspects of American Indian culture in the Southwest.

I. Interactions Between American Indians and Europeans

A. Accommodation

1. European rivals such as French, Dutch, British, and Spanish colonies formed alliances with American Indian groups, providing them with arms and military support.
2. American Indian groups frequently sought alliances with Europeans against other American Indian groups.
3. Spanish colonizers accommodated some aspects of American Indian culture in the Southwest after the Pueblo Revolt.

B. Conflict

1. British conflicts with American Indians over land, resources, and political boundaries led to military confrontations, such as Metacom’s War (King Philip’s War) in New England.
2. French, Dutch, and British colonies armed American Indian groups, who frequently sought alliances with Europeans against other American Indian groups.
3. American Indian resistance to Spanish colonizing efforts in North America, particularly after the Pueblo Revolt, led to violent conflict.

C. Examples of Accommodation and Conflict

1. The French formed alliances with the Huron and Algonquin against the Iroquois in the 17th century.
2. British expansion into the Ohio Valley in the mid-18th century led to conflicts with American Indian tribes, such as the Shawnee and Delaware.
3. The Pueblo Revolt of 1680 was a successful American Indian uprising against Spanish colonizers in the Southwest that led to Spanish accommodation of some aspects of Pueblo culture.

Conclusion: The interactions between European colonizers and American Indian societies were characterized by both accommodation and conflict. European colonizers formed alliances with American Indian groups to gain advantages over rival European powers and to gain access to resources, while American Indian groups sought military support and trade goods from Europeans. Conflict often arose over land, resources, and political boundaries, leading to violent confrontations such as Metacom’s War and the Pueblo Revolt. However, in some cases, American Indian resistance to European colonizing efforts led to accommodation of some aspects of American Indian culture by European colonizers.

TOPIC 2.6: Slavery in the British Colonies

All the British colonies participated to varying degrees in the Atlantic slave trade due to the abundance of land and a growing European demand for colonial goods, as well as a shortage of indentured servants. Small New England farms used relatively few enslaved laborers, all port cities held significant minorities of enslaved people, and the emerging plantation systems of the Chesapeake and the southern Atlantic coast had large numbers of enslaved workers, while the great majority of enslaved Africans were sent to the West Indies.

As chattel slavery became the dominant labor system in many southern colonies, new laws created a strict racial system that prohibited interracial relationships and defined the descendants of African American mothers as black and enslaved in perpetuity.

Africans developed both overt and covert means to resist the dehumanizing nature of slavery and maintain their family and gender systems, culture, and religion.

I. Slavery in the British Colonies

A. Participation in the Atlantic Slave Trade

1. All British colonies participated to varying degrees in the Atlantic slave trade due to the abundance of land and a growing European demand for colonial goods, as well as a shortage of indentured servants.
2. Small New England farms used relatively few enslaved laborers, while port cities held significant minorities of enslaved people.
3. The emerging plantation systems of the Chesapeake and the southern Atlantic coast had large numbers of enslaved workers, and the great majority of enslaved Africans were sent to the West Indies.

B. Creation of a Racial System

1. As chattel slavery became the dominant labor system in many southern colonies, new laws created a strict racial system.
2. Interracial relationships were prohibited, and the descendants of African American mothers were defined as black and enslaved in perpetuity.
3. This racial system further dehumanized enslaved Africans and solidified the institution of slavery.

C. Resistance to Slavery

1. Enslaved Africans developed both overt and covert means to resist the dehumanizing nature of slavery.
2. They maintained their family and gender systems, culture, and religion despite attempts to erase them.
3. Resistance took many forms, including running away, sabotage, and rebellion, such as the Stono Rebellion in South Carolina in 1739.

D. Examples of Slavery in the British Colonies

1. The plantation system in Virginia and Maryland relied heavily on enslaved labor from Africa.
2. The transatlantic slave trade brought enslaved Africans to the Caribbean and South Carolina, where they worked on large plantations producing sugar and rice.
3. Slavery was also present in northern colonies such as New York, where enslaved Africans worked in a variety of occupations, including as skilled artisans.

Conclusion: The British colonies in North America relied on the labor of enslaved Africans, who were brought over as part of the Atlantic slave trade. The plantation system in the southern colonies relied heavily on enslaved labor, while northern colonies also participated in the slave trade and had enslaved populations. A strict racial system further dehumanized enslaved Africans and solidified the institution of slavery. However, despite the dehumanizing nature of slavery, enslaved Africans resisted in many ways, maintaining their family and cultural traditions and engaging in acts of rebellion and resistance.

TOPIC 2.7: Colonial Society and Cultures

The presence of different European religious and ethnic groups contributed to a significant degree of pluralism and intellectual exchange, which were later enhanced by the first Great Awakening and the spread of European Enlightenment ideas.

The British colonies experienced a gradual Anglicization over time, developing autonomous political communities based on English models with influence from intercolonial commercial ties, the emergence of a transatlantic print culture, and the spread of Protestant evangelicalism.

The goals and interests of European leaders and colonists at times diverged, leading to a growing mistrust on both sides of the Atlantic. Colonists, especially in British North America, expressed dissatisfaction over issues including territorial settlements, frontier defense, self-rule, and trade.

Colonists’ resistance to imperial control drew on local experiences of self-government, evolving ideas of liberty, the political thought of the Enlightenment, greater religious independence and diversity, and an ideology critical of perceived corruption in the imperial system.

I. Colonial Society and Cultures

A. Pluralism and Intellectual Exchange

1. The presence of different European religious and ethnic groups contributed to a significant degree of pluralism and intellectual exchange in the colonies.
2. The first Great Awakening and the spread of European Enlightenment ideas further enhanced this exchange.

B. Anglicization of the Colonies

1. The British colonies gradually became Anglicized over time, developing autonomous political communities based on English models.
2. The colonies were influenced by intercolonial commercial ties, the emergence of a transatlantic print culture, and the spread of Protestant evangelicalism.

C. Diverging Goals and Interests

1. European leaders and colonists at times had diverging goals and interests, leading to a growing mistrust on both sides of the Atlantic.
2. Colonists in British North America expressed dissatisfaction over issues such as territorial settlements, frontier defense, self-rule, and trade.

D. Resistance to Imperial Control

1. Colonists’ resistance to imperial control drew on local experiences of self-government and evolving ideas of liberty.
2. They were influenced by the political thought of the Enlightenment, greater religious independence and diversity, and an ideology critical of perceived corruption in the imperial system.

Bacon’s Rebellion

E. Examples of Colonial Society and Cultures

1. The Middle Colonies, including New York and Pennsylvania, had a diverse population that included Quakers, Dutch, and Germans.
2. The spread of the Enlightenment and the Great Awakening had a significant impact on colonial society and culture, leading to new ideas about religion, science, and politics.
3. The colonists’ resistance to imperial control culminated in events such as the Boston Tea Party and the Declaration of Independence.

Conclusion: Colonial society and cultures were shaped by a significant degree of pluralism and intellectual exchange, as well as the gradual Anglicization of the colonies. However, diverging goals and interests between European leaders and colonists led to growing mistrust and resistance to imperial control. Colonists drew on local experiences of self-government, evolving ideas of liberty, and critical views of the imperial system to resist control. These ideas culminated in events such as the American Revolution and the establishment of an independent United States.

Period 2 SAQs / Question and Answers

Below are a number of APUSH-style SAQs produced by ChatGPT. Prior to giving my students the Unit II Progress Checks, I plan to have them work in groups to review each of these SAQs. For each SAQ, the students will be called upon to decide whether the answer is correct and whether they think it should earn the “APUSH Exam SAQ Point.”

1. Briefly describe ONE major similarity between the Stono Rebellion and Bacon’s Rebellion. ANSWER: Both the Stono Rebellion and Bacon’s Rebellion were uprisings in the colonial period of America, driven by dissatisfaction and a desire for change. In both cases, the rebellions involved marginalized groups — enslaved Africans in the Stono Rebellion and frontier settlers in Bacon’s Rebellion — who challenged the established colonial authorities.
2. Briefly describe ONE major difference between Metacom’s War and the Pueblo Revolt. ANSWER: One major difference between Metacom’s War and the Pueblo Revolt is the groups involved. Metacom’s War involved Native American tribes in New England (led by Metacom, also known as King Philip) fighting against English colonists, whereas the Pueblo Revolt involved Pueblo Indians in the Southwest rebelling against Spanish colonizers.
3. Briefly describe ONE specific historical similarity between the Stono Rebellion and the Pueblo Revolt. ANSWER: One specific historical similarity between the Stono Rebellion and the Pueblo Revolt is that both events were sparked by the oppressive actions of colonizers. In both cases, the oppressed groups — enslaved Africans in the Stono Rebellion and Pueblo Indians in the Pueblo Revolt — rose up against their colonial oppressors in an attempt to gain freedom and autonomy.
4. Briefly explain how ONE specific historical event contributed to the outbreak of Bacon’s Rebellion. ANSWER: The Doeg Indian raid on the plantation of Thomas Mathews, a Virginia colonist, was a specific historical event that contributed to the outbreak of Bacon’s Rebellion. The raid ignited tensions between frontier settlers and Native Americans, and the perceived lack of protection from the colonial government led to increasing frustration among the settlers, culminating in Bacon’s Rebellion.
5. Briefly explain ONE historical perspective on the causes of Metacom’s War. ANSWER: One historical perspective on the causes of Metacom’s War is that it resulted from the rapid expansion of English settlements in New England, which encroached upon Native American lands and disrupted traditional ways of life. This expansion led to conflicts over resources, and ultimately, Metacom’s War.
6. Briefly explain how ONE major historical factor contributed to the Pueblo Revolt. ANSWER: One major historical factor that contributed to the Pueblo Revolt was the suppression of Pueblo Indian religious practices by Spanish colonizers. The Spanish attempted to convert the Pueblo Indians to Christianity and repress their native religion, which ultimately led to a violent uprising against the Spanish authorities.
7. Briefly describe ONE perspective on the long-term effects of Bacon’s Rebellion. ANSWER: One perspective on the long-term effects of Bacon’s Rebellion is that it highlighted the growing tensions between different social groups in the colonies, particularly between the colonial elite and poorer frontier settlers. This division would later contribute to the development of a more rigid class structure in colonial America.
8. Briefly explain ONE specific historical impact of the Stono Rebellion. ANSWER: One specific historical impact of the Stono Rebellion was the tightening of slave codes in South Carolina. Following the rebellion, the South Carolina legislature enacted stricter laws to control the enslaved population, including limits on their movement, assembly, and access to weapons.
9. Briefly explain ONE specific result of Metacom’s War for the New England colonies. ANSWER: One specific result of Metacom’s War was the significant depopulation of Native American tribes in New England. The war led to the deaths of many Native Americans through battle and disease, which drastically reduced their population and weakened their ability to resist further colonization.
10. Briefly explain how ONE circumstance contributed to the outbreak of the Pueblo Revolt. ANSWER: One circumstance that contributed to the outbreak of the Pueblo Revolt was the drought and food shortages experienced by the Pueblo Indians in the years leading up to the revolt. The drought strained the Pueblo communities, and the Spanish colonizers’ demands for food and labor only exacerbated the situation. These hardships fueled resentment and contributed to the Pueblo Indians’ decision to rise up against the Spanish.
11. Briefly describe ONE major difference between the economies of the New England colonies and the Southern colonies. ANSWER: One major difference between the economies of the New England colonies and the Southern colonies was their primary industries. The New England colonies relied on fishing, shipbuilding, and trade, whereas the Southern colonies focused on agriculture, specifically cash crops like tobacco, rice, and indigo, which relied heavily on the labor of enslaved Africans.
12. Briefly explain ONE specific historical difference between the religious practices in the New England colonies and the Middle colonies. ANSWER: One specific historical difference between the religious practices in the New England colonies and the Middle colonies was the prevalence of Puritanism in New England. The Puritans sought to create a “city upon a hill,” emphasizing strict adherence to religious doctrine and a close-knit community, whereas the Middle colonies were more religiously diverse, with Quakers, Anglicans, and other religious groups coexisting.
13. Briefly describe ONE major similarity between the Middle colonies and the Southern colonies in terms of their social structure. ANSWER: One major similarity between the Middle colonies and the Southern colonies in terms of their social structure was the existence of a wealthy landowning elite. In both regions, a small group of wealthy landowners held significant power and influence, often dominating the political and economic landscape of their respective colonies.
14. Briefly explain ONE specific historical impact of the geography on the development of the New England colonies. ANSWER: One specific historical impact of the geography on the development of the New England colonies was the focus on maritime industries. Due to the rocky soil and harsh climate, agriculture was difficult in the region, leading the colonists to rely on fishing, shipbuilding, and trade to support their economy.
15. Briefly explain ONE specific way in which the different regions of the colonies influenced the development of their political institutions. ANSWER: One specific way in which the different regions of the colonies influenced the development of their political institutions was through the varying degrees of religious influence. In the New England colonies, where Puritanism was dominant, religious leaders often held significant political power, whereas in the Middle and Southern colonies, where religious diversity was more prevalent, political institutions tended to be more secular and democratic in nature.

Expressly Mentioned Proper Nouns

1. Africa
2. American Indians
3. Americas
4. Atlantic
5. British
6. British North America
7. British West Indies
8. Chesapeake
9. Christianity
10. Dutch
11. England
12. English
13. Enlightenment
14. Europe
15. Europeans
16. French
17. Great Awakening
18. Great Britain
19. King Philip’s War
20. Metacom’s War
21. Native Americans
22. New England
23. North America
24. North Carolina
25. Pueblo Revolt
26. Puritans
27. Spanish
28. Southwest