Fluency Facts! Unit 1-4 Flashcards
1.) Maize DONE
Who: Aztecs, Maya SW Tribes
What: Corn along with beans & squash became known as the 3 Sisters & were crucial to NAI development as it allowed for food surpluses.
Where: Mexico, American Southwest
When: 6000 BCE - Today
Significance: Transformed nomadic hunting bands to settled agricultural villages b/c of less emphasis needed on hunting/gathering; increase in health + population
Columbian Exchange DONE
Who: European Settlers & Native Americans
What: Exchange of goods between Europe & New World. Ex: Corn, potatoes, livestock.
Where: Europe, New World
When: 1492- 1500s
Significance: Disease was an unintended consequence that wiped out natives. Animals changed native way of life. Led to demand for slaves: cash crops like sugar and tobacco.
Ecomienda System
Who: Native Americans, Spanish, Las Casas
What: Spanish system where settlers were given authority over Indian land, gold & forced labor from natives
Where: Spanish colonies
When: 1512- 1542
Significance: Led to enslavement, exploitation & killing of NAI. Sepulveda/Las Casas debates lead to shift to African labor and the passing of The New Laws.
2.) Pueblo Revolt
Who: Pueblo Indians, Popé, Spanish
What: Rebelled against Spanish overlords, killing 400 & drove out 2k settlers. Took 12 years for the Spanish to reconquer the area.
Where: American SW
When: 1680
Significance: Most effective instance of NAI resistance to colonization. Rejected Catholicism & killed priests, return to traditional religious practices. Preservation of their culture.
Virginia Company
Who London investors, explorers
What: Joint stock company formed to est. Jamestown colony.
Where: Jamestown
When: 1607
Significance: 1st successful British settlement in NA. As a corporation, empowered to govern themselves, established precedent of self gov’t.
Frame of Gov’t
Who: William Penn
What: Written constitution for PA that supported religious tolerance, fair trade with NAI
Where: Pennsylvania
When: 1682
Significance: Laws established in accordance with Penn’s Quaker beliefs. Reflected Enlight. beliefs. Relig. freedom, civil rights, self gov’t. Impact on future state focus on civil liberties.
City Upon a Hill
Who: John Winthrop, Puritans
What: Speech given on boat Arbella. Colony would be a city on a hill watched by the world.
Where: Boston, Mass
When:1630
Significance: Model of Christian charity for Puritans, intro to American exceptionalism. Mentions by future presidents: JFK, Reagan. Centrality of religion.
Anne Hutchinson
Who: Roger Williams, John Cotton
What: Puritan banished from Mass Bay Colony for heresy in 1637. She preached the idea that you could have direct relationship w/God rather than through Church elders. Real issue was gender roles not religious heresy.
Where: Mass Bay
When: 1637
Significance: Challenged colonial gender roles and Church authority. Led to foundation of more tolerant colonies like Rhode Island (founded with Roger Williams). Ideas helped form the belief in separating Church and State in the Constitution.
King Philip’s War
Who: British, NAI led by Metacom
What: War over land encroachment by British colonists
Where: New England
When: 1675- 1676
Significance: Destroys power of the tribes. Continual disputes will be over land. Most destructive war in US History in regard to population.
Navigation Acts
Who: Parliament, colonies, merchants
What: Defined colonies as suppliers of raw materials & markets for GB. No foreign merchants could trade in colonies. Only GB ships for colonial goods.
Where: British colonies
When: 1651
Significance: Mercantilism. Enumerated goods (sugar, rum, tobacco, rice) must be shipped to GB for re export. Salutary Neglect. Benefits England & colonies economically. Leads to resentment when actually enforced.
Covenant Chain
Who: Iroquois Confederacy
What: Alliance & trade agreement that gave Iroquois tribal supremacy & NY favorable trading terms
Where: New York
When: 1677
Significance: Established advantage for both: iroquois over other tribes, NY over other colonies. Shows agency of NAI using European powers for their own ends.
Enlightenment
Who: Locke, Montesquieu, Rousseau, etc.
What: Intellectual movement thinkers tried to apply principles of reason & methods of science to all of society
Where: Europe, spread to colonies
When: 1600s-1700s
Significance: Widespread ideas that were separate from religion. Influenced American political leaders & documents: Dec of I, Constitution, Bill of Rights. Basis of Republicanism & Amer Rev.
Great Awakening
Who: George Whitefield, John Edwards, young ppl
What: Religious movement that emphasized emotional aspects of religion
Where: Northern colonies, spread south
When: 1730s- 1760s
Significance: Opposite the spread of English ideas. 1st national movement. Questioning authority, slaves first intro to Christianity
3.) Salutary Neglect
Who: British, Colonists
What: British Policy under which trade regulations for the colonies were loosely enforced and imperial oversight of colonial affairs was loose as long as the colonies remained loyal to the British and contributed to its economic profitability.
Where: North American colonies
When: 1700 - 1763
Significance: Salutary neglect contributed involuntarily to the increasing autonomy of colonial lawmaking bodies, which ultimately led to American independence.
Plan of Union DONE
Who: Ben Franklin, NAI, Albany Congress Reps
What: BF attempted to pass plan of intercolonial cooperation about defense, plan that was initially favored but shot down b/c fears of loss of power for colonial assemblies
Where: Albany, NY
When: 1754
Significance: Showed diverse interests + sectionalism, not unified
French and Indian War
Who: Colonists, NAI, France, GB
What: Conflict over Ohio river valley, resulted in loss of French power in NA. French ally with Huron; GB w/ Iroquois. French outmatched by British + colonials.
Where: Ohio River Valley
When: 1754- 1763
Significance: Expulsion of French from NA, Some colonial unity (Albany Plan). Increase in British debt leading to change in relationship w/ colonies. NAI lose agency. Colonial leaders emerge.
Pontiac’s Rebellion DONE
Who: Pontiac, Gen. Thomas Gage
What: Ottowa Chief, Pontiac, led an uprising in the wake of the French + Indian War to resist British expansion into W. Ohio Valley. Led to the Proclamation of 1763. Fort Pitt: use of smallpox blankets against NAI forces.
Where: Great Lakes Region, Michigan
When:1763
Significance: Showcases the difference in NAI relations b/w English vs French. Loss of agency. Demonstrated viability of NAI alliances in struggle against European expansion & contributed to deteriorating relations b/w GB + colonies. Leads to formation of vigilante groups (Paxton Boys)
Stamp Act
Who: Parliament, Sons of Liberty, Colonists
What: Taxes stamped, legal documents, impacts majority of colonists unlike previous taxes (like the Sugar Act!)
Where: Colonies, GB, Boston
When: 1765
Significance: To raise revenue + pay off debt accumulated for F+ I war, Americans use non-importation to hurt GB, Act repealed in 1766 along w/ passing of Declaratory act, tensions, taxation without representation
Sons/Daughters of liberty
Who: American Colonists
What: Sons used threats, protests, and violence to intimidate Loyalists and express grievances to the British, helping organize the Boston Tea Party. Daughters supported the cause by staging boycotts and producing homemade goods to replace British imports.
Where: American Colonies
When: 1765 - 1776
Significance: Sons & Daughters of Liberty played key roles in resisting British rule before the Revolution, focusing on unfair taxation and financial restrictions.
Intolerable (Coercive) Acts
Who: Parliament, Colonists
What: Series of acts that caused unneces. strain on colonists, like Quartering Act, Admin of Justice Act, etc.
When: 1774
Where: Colonies
Significance:To punish colonies especially Boston after Tea Party, confirms fears that GB wants to destroy American Liberty
Republican Motherhood
Who: Upper class women, Abigail Adams, John Adams
What: Idea that women are the educators of the next generation, must live according to certain rules and ideals
Where: US
When: 1770- 1830s
Significance: Assigned gender roles, mothers had a civic duty in society, separate spheres, men = public, women = private
Articles of Confederation
Who: Delegates at Cont. Congress
What: Set of laws utilized during & directly after the Rev. Fear of central gov’t led to a confederal system, where central gov’t had very little power; States had LOTS of power.
Where: Colonies, US
When: 1777- 1789
Significance: Created a national gov’t but was largely unstable due to confederal system. Inability to enforce laws + tax was a major issue. Led to Shay’s Rebellion, call to rewrite Articles. Effective: NW Ordinance.
NW Ordinance of 1787
Who: Congress
What: Legislation outlining gov’t in NW territory including how to enter union, outlawing slavery, paired with Land Ord. of 1785
Where: Territory NW of Ohio
When: 1787
Significance: One key success of A of C, gave equal standing to new states; process for adding new states.
Shay’s Rebellion
Who: Daniel Shays, indebted farmers
What: Armed march by indebted farmers to courthouse attempting to shut down debtors prisons. Put down by state militia. Pardons issues by gov’t. Disconnect between agrarian and commercial interests similar to Bacon’s Rebellion.
Where: Mass.
When: 1787
Significance: Country in depression due to inflation, induced by over printing of money, showed inability of gov’t formed by A o C to deal with crises, lead to constitutional convention to create a more robust set of laws.
