剑桥 IGCSE IGCSE, A-Level & AP 练习单预览

第二时期：1607—1754

AP 美国历史 · 第 2 主题

训练
讲义 词汇表
2.1 2.2

第二时期的时代背景
大纲

2.1 Contextualizing Period 2

Learning ObjectivePreview: Unit 2 Key Concepts

Unit 2.A
Explain the context for the colonization of North America from 1607 to 1754.

  • KC-2.1 Europeans developed a variety of colonization and migration patterns, influenced by different imperial goals, cultures, and the varied North American environments where they settled. They competed with each other and American Indians for resources.
    • KC-2.1.I Spanish, French, Dutch, and British colonizers had different economic and imperial goals involving land and labor that shaped the social and political development of their colonies as well as their relationships with native populations.
    • KC-2.1.II In the 17th century, early British colonies developed along the Atlantic coast, with regional differences that reflected various environmental, economic, cultural, and demographic factors.
    • KC-2.1.III Competition over resources between European rivals and American Indians encouraged industry and trade and led to conflict in the Americas.
  • KC-2.2 The British colonies participated in political, social, cultural, and economic exchanges with Great Britain that encouraged both stronger bonds with Britain and resistance to Britain’s control.
    • KC-2.2.I Transatlantic commercial, religious, philosophical, and political exchanges led residents of the British colonies to evolve in their political and cultural attitudes as they became increasingly tied to Britain and one another.
    • KC-2.2.II Like other European empires in the Americas that participated in the Atlantic slave trade, the English colonies developed a system of slavery that reflected the specific economic, demographic, and geographic characteristics of those colonies.

2.2 European Colonization

Thematic FocusLearning ObjectiveHistorical Developments

MIG
Migration and Settlement — Push and pull factors shape immigration to and migration within America, and the demographic change as a result of these moves shapes the migrants, society, and the environment.

Unit 2.B
Explain how and why various European colonies developed and expanded from 1607 to 1754.

  • KC-2.1.I.A Spanish efforts to extract wealth from the land led them to develop institutions based on subjugating native populations, converting them to Christianity, and incorporating them, along with enslaved and free Africans, into Spanish colonial society.
  • KC-2.1.I.B French and Dutch colonial efforts involved relatively few Europeans and relied on trade alliances and intermarriage with American Indians to build economic and diplomatic relationships and acquire furs and other products for export to Europe.
  • KC-2.1.I.C English colonization efforts attracted a comparatively large number of male and female British migrants, as well as other European migrants, all of whom sought social mobility, economic prosperity, religious freedom, and improved living conditions. These colonists focused on agriculture and settled on land taken from Native Americans, from whom they lived separately.

来源:美国大学理事会 AP 课程与考试说明

第二时期从 1607 年到 1754 年——从詹姆斯敦建立到七年战争前夕。它的核心问题是:为什么欧洲各国的殖民地会变得如此不同。

每个帝国想要的东西不同,而这个目标决定了其余一切:

  • 西班牙从土地中攫取财富,建立起以征服(subjugating)原住民为基础的制度——即第一时期延续下来的委托监护制。
  • 法国与荷兰派出的欧洲人相对较少,主要依靠与美洲原住民的贸易同盟(trade alliances),尤其是毛皮(fur)贸易。
  • 英国吸引了数量相对庞大的男女移民(male and female migrants),他们前来定居务农,而不只是攫取资源。

最后这一点差别最为关键。由于英国殖民者举家而来、渴望土地,他们排挤原住民而非与之贸易——这也使英国与原住民的关系比法国更为暴力。

词汇表 训练
英文 中文 拼音
subjugating 征服 zhēng fú
trade alliances 贸易同盟 mào yì tóng méng
fur 毛皮 máo pí
male and female migrants 男女移民 nán nǚ yí mín
2.3

英属殖民地的各个区域
大纲

2.3 The Regions of British Colonies

Thematic FocusLearning ObjectiveHistorical Developments

GEO
Geography and the Environment — Geographic and environmental factors, including competition over and debates about natural resources, shape the development of America and foster regional diversity. The development of America impacts the environment and reshapes geography, which leads to debates about environmental and geographic issues.

Unit 2.C
Explain how and why environmental and other factors shaped the development and expansion of various British colonies that developed and expanded from 1607 to 1754.

  • KC-2.1.II.A The Chesapeake and North Carolina colonies grew prosperous exporting tobacco—a labor-intensive product initially cultivated by white, mostly male indentured servants and later by enslaved Africans.
  • KC-2.1.II.B The New England colonies, initially settled by Puritans, developed around small towns with family farms and achieved a thriving mixed economy of agriculture and commerce.
  • KC-2.1.II.C The middle colonies supported a flourishing export economy based on cereal crops and attracted a broad range of European migrants, leading to societies with greater cultural, ethnic, and religious diversity and tolerance.
  • KC-2.1.II.D The colonies of the southern Atlantic coast and the British West Indies used long growing seasons to develop plantation economies based on exporting cash 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.
  • KC-2.1.II.E Distance and Britain’s initially lax attention led to the colonies creating self-governing institutions that were unusually democratic for the era. The New England colonies based power in participatory town meetings, which in turn elected members to their colonial legislatures; in the southern colonies, elite planters exercised local authority and also dominated the elected assemblies.

来源:美国大学理事会 AP 课程与考试说明

四个英属殖民地区域在地理、经济、劳动制度与社会结构上的对比
四个区域,四种经济:地理决定作物,作物决定劳动制度,劳动制度决定社会形态

英属北美并非铁板一块,四个区域形成了各自不同的社会。

  • 切萨皮克(Chesapeake)与北卡罗来纳依靠出口烟草(tobacco)致富,这是一种劳动密集型作物。劳动力最初来自契约仆役(indentured servants),后来越来越多地来自被奴役的非洲人。
  • 新英格兰殖民地最初由清教徒(Puritans)定居,以小城镇与家庭农场(family farms)为中心发展,经济多元,人均寿命异常之长。
  • 中部殖民地依托谷物(cereal crops)形成繁荣的出口经济,吸引了来源最广的欧洲移民,成为族群与宗教最为多元(ethnically and religiously diverse)的区域。
  • 南部大西洋沿岸殖民地与英属西印度群岛利用漫长的生长季种植稻米(rice)与蔗糖(sugar),这些经济作物对劳动力的需求极大,以致某些地方被奴役的非洲人占了人口多数。

有一项政治特征是各区域共有的。由于远离伦敦,加上英国最初的松散管理(lax attention),殖民地建立起自治机构(self-governing institutions)——即后来塑造了反抗帝国控制的殖民地议会。

词汇表 训练
英文 中文 拼音
Chesapeake 切萨皮克 qiè sà pí kè
tobacco 烟草 yān cǎo
indentured servants 契约仆役 qì yuē pú yì
Puritans 清教徒 qīng jiào tú
family farms 家庭农场 jiā tíng nóng chǎng
cereal crops 谷物 gǔ wù
ethnically and religiously diverse 族群与宗教多元 zú qún yǔ zōng jiào duō yuán
rice 稻米 dào mǐ
sugar 蔗糖 zhè táng
lax attention 松散管理 sōng sǎn guǎn lǐ
self-governing institutions 自治机构 zì zhì jī gòu
2.4

跨大西洋贸易
大纲

2.4 Transatlantic Trade

Thematic FocusLearning ObjectiveHistorical Developments

WXT
Work, Exchange, and Technology — The interplay between markets, private enterprise, labor, technology, and government policy shape the American economy. In turn, economic activity shapes society and government policy and drives technological innovation.

Unit 2.D
Explain causes and effects of transatlantic trade over time.

  • KC-2.1.III.A An Atlantic economy developed in which goods, as well as enslaved Africans and American Indians, were exchanged between Europe, Africa, and the Americas through extensive trade networks. European colonial economies focused on acquiring, producing, and exporting commodities that were valued in Europe and gaining new sources of labor.
  • KC-2.1.III.B Continuing trade with Europeans increased the flow of goods in and out of American Indian communities, stimulating cultural and economic changes and spreading epidemic diseases that caused radical demographic shifts.
  • KC-2.2.I.C The British government increasingly attempted to incorporate its North American colonies into a coherent, hierarchical, and imperial structure in order to pursue mercantilist economic aims, but conflicts with colonists and American Indians led to erratic enforcement of imperial policies.

来源:美国大学理事会 AP 课程与考试说明

大西洋经济(Atlantic economy)由此形成:货物——以及被奴役的非洲人和美洲原住民——在大洋沿岸各地之间流转。持续的贸易也增加了进出美洲原住民社群的商品流,使他们同样发生了改变。

从 17 世纪中期起,英国政府试图把殖民地纳入统一的帝国体系,其驱动力是重商主义(mercantilism)——即殖民地的存在是为了让母国富强这一信念。航海条例(Navigation Acts)要求殖民地贸易必须由英国船只经英国港口进行。

数十年间执行都很宽松,这一做法后来被称为有益的忽视(salutary neglect)。殖民者习惯了自由贸易与自我治理,这也正是 1763 年之后收紧规则会激起如此强烈愤怒的原因。

词汇表 训练
英文 中文 拼音
Atlantic economy 大西洋经济 dà xī yáng jīng jì
mercantilism 重商主义 zhòng shāng zhǔ yì
Navigation Acts 航海条例 háng hǎi tiáo lì
salutary neglect 有益的忽视 yǒu yì de hū shì
2.5

美洲原住民与欧洲人的互动
大纲

2.5 Interactions Between American Indians and Europeans

Thematic FocusLearning ObjectiveHistorical Developments

WOR
America in the World — Diplomatic, economic, cultural, and military interactions between empires, nations, and peoples shape the development of America and America’s increasingly important role in the world.

Unit 2.E
Explain how and why interactions between various European nations and American Indians changed over time.

  • KC-2.1.III.C Interactions between European rivals and American Indian populations fostered both accommodation and conflict. French, Dutch, British, and Spanish colonies allied with and armed American Indian groups, who frequently sought alliances with Europeans against other American Indian groups.
  • KC-2.1.III.E British conflicts with American Indians over land, resources, and political boundaries led to military confrontations, such as Metacom’s War (King Philip’s War) in New England.
  • KC-2.1.III.F American Indian resistance to Spanish colonizing efforts in North America, particularly after the Pueblo Revolt, led to Spanish accommodation of some aspects of American Indian culture in the Southwest.

来源:美国大学理事会 AP 课程与考试说明

接触同时带来调适(accommodation)与冲突(conflict),而两者的比重因帝国和区域而异。

在贸易最重要的地方——新法兰西、荷兰的毛皮贸易——结盟与通婚很常见。在土地最重要的地方,随之而来的是冲突。英国的扩张导致围绕土地、资源与边界与美洲原住民持续发生军事冲突(military conflict)。

抵抗也采取了有组织的形式。1680 年的普韦布洛起义(Pueblo Revolt)把西班牙人赶出新墨西哥达十余年,并迫使西班牙政策发生长期改变——这是全课程中原住民抵抗取得成功的最清晰例证。

词汇表 训练
英文 中文 拼音
accommodation 调适 tiáo shì
conflict 冲突 chōng tū
military conflict 军事冲突 jūn shì chōng tū
Pueblo Revolt 普韦布洛起义 pǔ wéi bù luò qǐ yì
2.6

英属殖民地的奴隶制
大纲

2.6 Slavery in the British Colonies

Thematic FocusLearning ObjectiveHistorical Developments

SOC
Social Structures — Social categories, roles, and practices are created, maintained, challenged, and transformed throughout American history, shaping government policy, economic systems, culture, and the lives of citizens.

Unit 2.F
Explain the causes and effects of slavery in the various British colonial regions.

  • KC-2.2.II.A All the British colonies participated to varying degrees in the Atlantic slave trade due to the abundance of land and a growing European demand for colonial goods, as well as a shortage of indentured servants. Small New England farms used relatively few enslaved laborers, all port cities held significant minorities of enslaved people, and the emerging plantation systems of the Chesapeake and the southern Atlantic coast had large numbers of enslaved workers, while the great majority of enslaved Africans were sent to the West Indies.
  • KC-2.2.II.B As chattel slavery became the dominant labor system in many southern colonies, new laws created a strict racial system that prohibited interracial relationships and defined the descendants of African American mothers as black and enslaved in perpetuity.

Unit 2.G
Explain how enslaved people responded to slavery.

  • KC-2.2.II.C Africans developed both overt and covert means to resist the dehumanizing nature of slavery and maintain their family and gender systems, culture, and religion.

来源:美国大学理事会 AP 课程与考试说明

所有英属殖民地都不同程度地参与了大西洋奴隶贸易,因为土地充裕而劳动力稀缺。

随着动产奴隶制(chattel slavery)成为许多南部殖民地的主导劳动制度,殖民地议会制定新法,建立起严格的种族制度(strict racial system)。奴隶身份变成世袭的、终身的,并以种族界定——这是一种法律结构,而不仅仅是一种习俗。

被奴役的非洲人发展出公开与隐蔽的反抗(overt and covert means of resistance)方式:逃跑与起义,以及维系家庭纽带、语言、宗教习俗与技艺。考试要求两类都要写到;只提起义的答案会漏掉大部分证据。

词汇表 训练
英文 中文 拼音
chattel slavery 动产奴隶制 dòng chǎn nú lì zhì
strict racial system 严格的种族制度 yán gé de zhǒng zú zhì dù
overt and covert means of resistance 公开与隐蔽的反抗 gōng kāi yǔ yǐn bì de fǎn kàng
2.7

殖民地社会与文化
大纲

2.7 Colonial Society and Culture

Thematic FocusLearning ObjectiveHistorical Developments

NAT
American and National Identity — The development of and debates about democracy, freedom, citizenship, diversity, and individualism shape American national identity, cultural values, and beliefs about American exceptionalism, and in turn, these ideas shape political institutions and society. Throughout American history, notions of national identity and culture have coexisted with varying degrees of regional and group identities.

Unit 2.H
Explain how and why the movement of a variety of people and ideas across the Atlantic contributed to the development of American culture over time.

  • KC-2.2.I.A The presence of different European religious and ethnic groups contributed to a significant degree of pluralism and intellectual exchange, which were later enhanced by the first Great Awakening and the spread of European Enlightenment ideas.
  • KC-2.2.I.B The British colonies experienced a gradual Anglicization over time, developing autonomous political communities based on English models with influence from intercolonial commercial ties, the emergence of a transatlantic print culture, and the spread of Protestant evangelicalism.

Unit 2.I
Explain how and why the different goals and interests of European leaders and colonists affected how they viewed themselves and their relationship with Britain.

  • KC-2.1.III.D The goals and interests of European leaders and colonists at times diverged, leading to a growing mistrust on both sides of the Atlantic. Colonists, especially in British North America, expressed dissatisfaction over issues including territorial settlements, frontier defense, self-rule, and trade.
  • KC-2.2.I.D Colonists’ resistance to imperial control drew on local experiences of self-government, evolving ideas of liberty, the political thought of the Enlightenment, greater religious independence and diversity, and an ideology critical of perceived corruption in the imperial system.

来源:美国大学理事会 AP 课程与考试说明

两种相反的过程同时进行。

走向多元:不同的欧洲宗教与族群群体并存,形成了显著的多元并存(pluralism),在中部殖民地表现得最为明显。

走向趋同:殖民地逐渐经历英国化(Anglicization),在采纳英国商品、印刷文化、法律规范与政治观念的同时,也发展出自主的政治共同体。

跨大西洋交流还带来了启蒙运动(Enlightenment),以及 18 世纪 30 至 40 年代的宗教复兴运动第一次大觉醒(First Great Awakening),它促使殖民者质疑既有权威——先是宗教权威,后来是政治权威。

欧洲领导人与殖民者的目标日益分歧(diverged),而殖民者对帝国控制的反抗,正是建立在自治的实际经验与不断演进的权利观念之上。

词汇表 训练
英文 中文 拼音
pluralism 多元并存 duō yuán bìng cún
Anglicization 英国化 yīng guó huà
Enlightenment 启蒙运动 qǐ méng yùn dòng
First Great Awakening 第一次大觉醒 dì yī cì dà jué xǐng
diverged 分歧 fēn qí
2.8

第二时期的比较分析
大纲

2.8 Comparison in Period 2

Learning ObjectiveReview: Unit 2 Key Concepts

Unit 2.J
Compare the effects of the development of colonial society in the various regions of North America.

  • KC-2.1 Europeans developed a variety of colonization and migration patterns, influenced by different imperial goals, cultures, and the varied North American environments where they settled. They competed with each other and American Indians for resources.
    • KC-2.1.I Spanish, French, Dutch, and British colonizers had different economic and imperial goals involving land and labor that shaped the social and political development of their colonies as well as their relationships with native populations.
    • KC-2.1.II In the 17th century, early British colonies developed along the Atlantic coast, with regional differences that reflected various environmental, economic, cultural, and demographic factors.
    • KC-2.1.III Competition over resources between European rivals and American Indians encouraged industry and trade and led to conflict in the Americas.
  • KC-2.2 The British colonies participated in political, social, cultural, and economic exchanges with Great Britain that encouraged both stronger bonds with Britain and resistance to Britain’s control.
    • KC-2.2.I Transatlantic commercial, religious, philosophical, and political exchanges led residents of the British colonies to evolve in their political and cultural attitudes as they became increasingly tied to Britain and one another.
    • KC-2.2.II Like other European empires in the Americas that participated in the Atlantic slave trade, the English colonies developed a system of slavery that reflected the specific economic, demographic, and geographic characteristics of those colonies.

来源:美国大学理事会 AP 课程与考试说明

本单元以比较(comparison)收尾,这也是该时期着力培养的推理能力:各区域差异之大,使得几乎任何关于"殖民地"的整体论断都需要限定。

**Worked example(一道真实的 AP 考题)。**2025 年的试题在一道简答题的 A 问中要求:*「简要描述 1607 至 1753 年间英属北美的一项政治发展。」满分答案是一项具体、有名称、有时间定位的发展:「弗吉尼亚下议院等殖民地议会取得了对征税与开支的权力,使殖民者在 1754 年之前就获得了代议自治的实际经验。」*注意其结构:Briefly describe 要的是一项准确陈述的具体发展——不是罗列,不是评价,也不是一篇文章。此处的失分方式是就错误的内容写得太多,或者写得太空泛("殖民地变得更加独立")。

词汇表 训练
英文 中文 拼音
comparison 比较 bǐ jiào
2.8

考试技巧
  • 要答出区域差异背后的原因:地理决定作物,作物决定劳动制度,劳动制度决定社会形态。
  • 千万不要把"殖民地"当成一个整体。比较题要的是新英格兰对比切萨皮克,并且两边都要有证据。
  • 重商主义是理论,航海条例是政策,有益的忽视则是使日后严格执行显得像暴政的宽松执法。
  • 谈奴隶制时,公开与隐蔽的反抗两者都要写;并指出奴隶法典使奴隶制变成种族性、世袭性的——这正是被考查的那项变化。
  • 普韦布洛起义是原住民抵抗成功的首选例证;英国与原住民的冲突则是与法国贸易同盟形成对比的首选例证。
  • 让答案与任务动词匹配。Briefly describe 只需一两句准确的话,而 Evaluate the extent 需要一个表明立场的论点。

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