AP®︎ US History: Unit 2 Flashcards

Master key terms and definitions for Unit 2 of AP US History – Period 2 (1607–1754) to help you prep for quizzes and the AP exam.


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Term

Spanish Mission System

Definition

Network of Catholic communities that sought to convert Native peoples while reorganizing their settlement, culture, and labor

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Spanish Mission System
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Network of Catholic communities that sought to convert Native peoples while reorganizing their settlement, culture, and labor

Unit 2: Learning Objective BKC-2.1.I.A
Encomienda
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Spanish grant allowing an encomendero to demand labor or tribute from Native communities in return for supposed protection and conversion

Unit 2: Learning Objective BKC-2.1.I.A
Pueblo Revolt
Not Started

Popé-led 1680 uprising that expelled Spain from New Mexico for twelve years and later prompted greater Spanish tolerance of Pueblo religion and leadership

Unit 2: Learning Objective EKC-2.1.III.F
New France
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France’s thinly settled North American empire, built along waterways through trade, missions, forts, and Native alliances

Unit 2: Learning Objective BKC-2.1.I.B
Fur Trade
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Economic foundation of much of New France and New Netherland, exchanging European goods for Native-supplied furs, especially beaver pelts

Unit 2: Learning Objective BKC-2.1.I.B
Coureurs de Bois
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Independent French traders who traveled through the interior to trade directly with Native communities for furs

Unit 2: Learning Objective BKC-2.1.I.B
New Netherland
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Dutch commercial colony centered on the Hudson River and New Amsterdam, established to profit from trade, shipping, and furs

Unit 2: Learning Objective BKC-2.1.I.B
Dutch West India Company
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Dutch chartered company that established and administered New Netherland beginning in the 1620s

Unit 2: Learning Objective BKC-2.1.I.B
Patroon System
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Dutch system granting large estates to investors who brought settlers to New Netherland, where tenants worked the land

Unit 2: Learning Objective BKC-2.1.I.B
Joint-Stock Company
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Business that sold shares to multiple investors, spreading the costs, risks, and possible profits of colonization

Unit 2: Learning Objective BKC-2.1.I.C
Virginia Company of London
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Joint-stock company chartered by James I in 1606 that financed the founding of Jamestown

Unit 2: Learning Objective BKC-2.1.I.C
Jamestown
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First permanent English settlement in the future United States, founded in Virginia in 1607 and sustained eventually by tobacco and migration

Unit 2: Learning Objective BKC-2.1.I.C
John Smith
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Jamestown leader who imposed military discipline and negotiated with the Powhatan chiefdom for food

Unit 2: Learning Objective BKC-2.1.I.C
John Rolfe
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Virginia colonist who cultivated profitable tobacco for European markets, giving Jamestown a successful export economy

Unit 2: Learning Objective BKC-2.1.I.C
Powhatan Chiefdom
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Powerful alliance of Native communities in the Chesapeake on which early Jamestown depended for trade and food

Unit 2: Learning Objective BKC-2.1.I.C
Anglo-Powhatan Wars
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Series of Virginia conflicts ending in 1646 with surviving Powhatan communities subordinated, territorially restricted, and deprived of much political independence

Unit 2: Learning Objective EKC-2.1.III.E
Tobacco
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Virginia’s principal cash crop, whose profitability increased demand for land and labor and intensified expansion into Native territory

Unit 2: Learning Objective BKC-2.1.I.C
Headright System
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Virginia policy granting generally 50 acres for each passage financed, encouraging immigration while concentrating land among wealthy planters

Unit 2: Learning Objective BKC-2.1.I.C
Indentured Servitude
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Labor system in which migrants worked for a fixed term in exchange for transportation, supplying most early Chesapeake plantation labor

Unit 2: Learning Objective CKC-2.1.II.A
House of Burgesses
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Representative assembly established in Virginia in 1619 that gave property-owning colonists a limited role in local government

Unit 2: Learning Objective BKC-2.1.I.C
Bacon’s Rebellion
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Virginia’s 1676 uprising that exposed planter fears of landless former servants and accelerated the shift toward enslaved African labor and white privilege

Unit 2: Learning Objective FKC-2.2.II.A
Maryland
Not Started

Proprietary Chesapeake colony founded by the Calvert family in 1634 partly as a refuge for English Catholics and sustained by tobacco and bound labor

Maryland Toleration Act (Act Concerning Religion)
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1649 Maryland law protecting worship for Christians who accepted its Christian premises, not establishing complete religious liberty

Unit 2: Learning Objective C
Chesapeake Colonies
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Virginia and Maryland; tobacco-exporting colonies marked by dispersed riverfront settlement, bound labor, and planter-dominated government

Unit 2: Learning Objective CKC-2.1.II.A
Pilgrims (Separatists)
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English Separatists who broke with the Church of England and founded Plymouth in 1620

Unit 2: Learning Objective CKC-2.1.II.B
Plymouth Colony
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Permanent New England settlement founded by the Pilgrims in 1620 as a religious and family community

Unit 2: Learning Objective BKC-2.1.I.C
Mayflower Compact
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1620 agreement establishing a civil government based on majority rule and the consent of Plymouth’s male settlers

Puritans
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English Protestants who founded Massachusetts Bay to create disciplined, covenanted Christian communities and enforced substantial religious conformity

Unit 2: Learning Objective CKC-2.1.II.B
Massachusetts Bay Colony
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Puritan colony founded in 1630 that became a center of family migration to New England during the 1630s

Unit 2: Learning Objective BKC-2.1.I.C
Puritan Great Migration
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Movement of thousands of Puritan men, women, and children to New England, especially during the 1630s

Unit 2: Learning Objective BKC-2.1.I.C
John Winthrop
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Massachusetts Bay leader who described the colony as a “city upon a hill,” an exemplary Puritan society

Unit 2: Learning Objective CKC-2.1.II.B
City upon a Hill
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Winthrop’s image of Massachusetts Bay as an exemplary Christian society watched by the world

Unit 2: Learning Objective CKC-2.1.II.B
New England Town Meetings
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Local assemblies in which eligible men directly decided community matters such as taxation, roads, and local government

Unit 2: Learning Objective IKC-2.2.I.D
Roger Williams
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Banished Massachusetts dissenter who founded Rhode Island in 1636 with church-state separation and comparatively broad religious toleration

Unit 2: Learning Objective C
Rhode Island
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Colony founded by Roger Williams with church-state separation and comparatively broad religious toleration

Anne Hutchinson
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Massachusetts religious dissenter banished for challenging clerical authority and teaching that divine grace could be known directly

Fundamental Orders of Connecticut
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1639 framework for Connecticut government that established an elected legislature and governor under a written plan of government

Pequot War
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1636–1637 war in which English colonists and Mohegan and Narragansett allies defeated the Pequot, killing, enslaving, dispersing, or subordinating survivors

Unit 2: Learning Objective EKC-2.1.III.C
Halfway Covenant
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1662 Puritan policy allowing the baptized children of church members partial membership even without a conversion experience

Salem Witch Trials
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1692–1693 Massachusetts prosecutions in which accusations of witchcraft led to mass arrests and the execution of twenty people

Metacom’s War (King Philip’s War)
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1675–1676 New England war over land and colonial authority that ended with Metacom’s death, Native displacement and enslavement, and greater English control

Unit 2: Learning Objective EKC-2.1.III.E
New England Colonies
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Massachusetts, Connecticut, Rhode Island, and New Hampshire; Puritan-influenced towns, family farms, town meetings, and a mixed commercial economy

Unit 2: Learning Objective CKC-2.1.II.B
Restoration Colonies
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Colonies including the Carolinas, New York, New Jersey, and Pennsylvania established or reorganized after the English monarchy was restored in 1660

Pennsylvania
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Quaker proprietary colony founded by William Penn with religious toleration, fertile farmland, generous land policies, and a diverse population

William Penn
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Quaker proprietor who promoted Pennsylvania with generous land policies and religious toleration to attract migrants

Unit 2: Learning Objective CKC-2.1.II.C
Quakers (Society of Friends)
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Religious group emphasizing spiritual equality, opposing established churches, and generally rejecting warfare and compulsory military service

Unit 2: Learning Objective CKC-2.1.II.C
Holy Experiment
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William Penn’s effort to make Pennsylvania a tolerant Quaker colony without an established church

Unit 2: Learning Objective CKC-2.1.II.C
Middle Colonies
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New York, New Jersey, Pennsylvania, and Delaware; a diverse region of fertile farms, grain exports, religious pluralism, and major ports

Unit 2: Learning Objective CKC-2.1.II.C
Bread Colonies (Breadbasket Colonies)
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The middle colonies, whose fertile soil and moderate climate supported major exports of wheat and other cereal crops

Unit 2: Learning Objective CKC-2.1.II.C
Carolina Colonies
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North and South Carolina, proprietary colonies whose economies developed around tobacco and forest products in the north and rice and indigo plantations in the Lowcountry

Rice and Indigo Economy
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Lowcountry export economy based on labor-intensive rice and indigo cultivation using the labor and agricultural knowledge of enslaved Africans

Unit 2: Learning Objective CKC-2.1.II.D
Georgia
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Southern colony founded in 1732 as a defensive buffer against Spanish Florida and initially promoted as a settlement for poor colonists

James Oglethorpe
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Leader in Georgia’s founding as a colony for poor settlers and a defensive buffer against Spanish Florida

Unit 2: Learning Objective C
British West Indies
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Caribbean colonies such as Barbados and Jamaica, dominated by sugar plantations, enslaved African majorities, and wealthy planter elites

Unit 2: Learning Objective CKC-2.1.II.D
Plantation Economy
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Export economy based on large estates producing labor-intensive cash crops, chiefly with enslaved African labor

Unit 2: Learning Objective CKC-2.1.II.D
Royal, Proprietary, and Charter Colonies
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Colonial government types ruled directly by the Crown, granted to individual proprietors, or governed under charters providing substantial local autonomy

Atlantic Economy (Atlantic Trading System)
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Integrated network linking Europe, Africa, the Caribbean, and mainland America through trade in commodities, manufactured goods, and enslaved people; it promoted regional specialization, prosperity, dependence, and coerced labor

Unit 2: Learning Objective DKC-2.1.III.A
Transatlantic Slave Trade
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Forced transportation of about 12 million captive Africans to the Americas, mostly Brazil and the Caribbean, to supply coerced labor for plantation commodity production

Unit 2: Learning Objective DKC-2.1.III.A
Triangular Trade
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Model of Atlantic trade in which goods moved among three regions, often European manufactures to Africa, enslaved Africans to the Americas, and plantation commodities to Europe; actual trade followed many different routes

Unit 2: Learning Objective DKC-2.1.III.A
Middle Passage
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Forced Atlantic crossing of enslaved Africans to the Americas, marked by confinement, violence, disease, malnutrition, and high mortality

Unit 2: Learning Objective DKC-2.1.III.A
Mercantilism
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Economic theory that colonies should enrich and strengthen the mother country by supplying raw materials, buying its manufactures, and trading through empire-controlled channels

Unit 2: Learning Objective DKC-2.2.I.C
Navigation Acts (Acts of Trade and Navigation)
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British mercantilist laws beginning in 1651 that restricted colonial shipping, markets, imports, and manufacturing to keep commerce and wealth within the empire

Unit 2: Learning Objective DKC-2.2.I.C
Salutary Neglect
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Britain’s loose and inconsistent enforcement of colonial regulations, especially in the early eighteenth century, which allowed colonists to develop expectations of practical economic autonomy

Unit 2: Learning Objective DKC-2.2.I.C
Dominion of New England
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Imperial government created in 1686 that centralized northern colonies, restricted self-rule, and collapsed after colonists overthrew it in 1689

Unit 2: Learning Objective IKC-2.1.III.D
Sir Edmund Andros
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Governor of the Dominion of New England who restricted town meetings, enforced trade laws, taxed without assemblies, and challenged land titles

Unit 2: Learning Objective IKC-2.1.III.D
Glorious Revolution
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1688–1689 overthrow of Catholic James II and accession of William and Mary, affirming parliamentary supremacy and prompting colonial revolts against royal governments

King William’s War, Queen Anne’s War, and King George’s War
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Three imperial wars from 1689 to 1748 in which Britain, France, Spain, colonists, and Native allies fought for territory and influence in North America

Chattel Slavery
Not Started

A lifelong, hereditary system in which enslaved people were legally treated as property that could be bought, sold, or inherited

Unit 2: Learning Objective FKC-2.2.II.B
Slave Codes
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Colonial laws that made slavery permanent and racial while restricting enslaved people’s movement, assembly, weapons, testimony, education, and economic activity

Unit 2: Learning Objective FKC-2.2.II.B
Barbados Slave Code
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1661 Barbados law defining enslaved Africans as property and authorizing severe planter control, becoming a model for slave codes in Britain’s mainland colonies

Gang System Versus Task System
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Gang labor kept enslaved workers under continuous group supervision, while task labor assigned daily jobs that could leave limited personal time after completion

Gullah Geechee Culture
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Distinct Lowcountry culture blending multiple African traditions with European and American influences, aided by African concentration and plantation isolation

Unit 2: Learning Objective GKC-2.2.II.C
Overt vs. Covert Resistance
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Overt resistance openly challenged slavery through rebellion, violence, or escape; covert resistance quietly reduced enslavers’ control through everyday actions

Unit 2: Learning Objective GKC-2.2.II.C
Stono Rebellion
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A 1739 South Carolina uprising in which enslaved people seized weapons and marched toward Spanish Florida before militia suppression

Unit 2: Learning Objective GKC-2.2.II.C
Colonial Self-Government
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Local assemblies and institutions created as distance and weak British supervision forced colonists to manage taxation, spending, courts, roads, and defense

Unit 2: Learning Objective CKC-2.1.II.E
Anglicization
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Process by which colonists increasingly adopted British goods, culture, political models, and identity while remaining locally autonomous

Unit 2: Learning Objective HKC-2.2.I.B
Consumer Revolution
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Eighteenth-century expansion of colonial demand for imported British goods, supported by rising trade, advertising, credit, and greater access to consumer products

Transatlantic Print Culture
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Circulation of newspapers, pamphlets, sermons, books, and ideas across the Atlantic and among colonies, creating a shared arena for debate

Unit 2: Learning Objective HKC-2.2.I.B
John Peter Zenger Trial
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1735 acquittal of a New York printer prosecuted for criticizing Governor William Cosby; it became a symbol of resistance to official power but did not establish a legal right to press freedom

Unit 2: Learning Objective IKC-2.2.I.D
Religious and Ethnic Pluralism
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Coexistence of multiple religious, ethnic, linguistic, and cultural groups in the colonies, without implying equality or complete toleration

Unit 2: Learning Objective HKC-2.2.I.A
First Great Awakening
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Protestant revivals of the 1730s–1740s stressing personal conversion, challenging established clergy, and connecting colonists across regional boundaries

Unit 2: Learning Objective HKC-2.2.I.A
Jonathan Edwards
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Great Awakening theologian whose 1741 sermon “Sinners in the Hands of an Angry God” urged repentance and personal conversion

Unit 2: Learning Objective HKC-2.2.I.A
George Whitefield
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English itinerant revivalist whose colony-to-colony preaching and newspaper coverage made the Great Awakening an intercolonial experience

Unit 2: Learning Objective HKC-2.2.I.A
New Lights vs. Old Lights
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New Lights supported revivalism and personal conversion; Old Lights defended established clergy, orderly worship, and traditional authority

Unit 2: Learning Objective HKC-2.2.I.A
Enlightenment
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Intellectual movement emphasizing reason, observation, natural law, and human progress while questioning inherited authority

Unit 2: Learning Objective HKC-2.2.I.A
John Locke
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English Enlightenment thinker who argued for natural rights, government by consent, and a social contract limiting rulers

Unit 2: Learning Objective IKC-2.2.I.D
Benjamin Franklin
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Colonial printer, scientist, inventor, and civic organizer who embodied Enlightenment reason, experimentation, and practical improvement

Unit 2: Learning Objective HKC-2.2.I.A