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Colonisation in North America

Practise 36 exam-style questions on Colonisation in North America for AQA GCSE History (Migration, empires and the people). Write your answer as you would in the exam and get it marked in seconds against the mark scheme, point by point, with an AI tutor on hand if you get stuck.

  • 36 questions
  • 2–20 marks each
  • Instant marking
  • No sign-up needed
20 questions, marked as you go

Sample questions with model answers

Here are 4 of the questions in this topic, each with a model answer, an explanation of why it earns the marks and the mark scheme an examiner would use.

Question 1

2 marks

Name two commodities that Britain imported from its North American colonies in the 17th and 18th centuries.

Model answer

Tobacco and furs.

Explanation

Tobacco from Virginia and Maryland was the most valuable mainland export, while South Carolina sent rice and indigo, and New England and the northern colonies sent fish, furs, timber and naval stores. Under the Navigation Acts, 'enumerated' goods such as tobacco had to be shipped to England.

Mark scheme
  1. 2 marks

    One mark for each correct commodity, up to 2: tobacco; rice; indigo; furs (e.g. beaver pelts); deerskins; timber; naval stores (masts, tar, pitch); fish (e.g. cod, salted or dried); iron; wheat or flour.

    Max 2. Do not accept sugar unless the answer makes clear it came from the Caribbean colonies (it was not a mainland crop). Do not accept gold or silver.

Question 2

8 marks

Source A: from Of Plymouth Plantation, a history of the Plymouth colony written between about 1630 and 1650 by William Bradford, who was governor of the colony for most of the years from 1621 to 1656. Here he describes Squanto (Tisquantum), a Native American who had lived in England and spoke English, and who came to the Pilgrims in 1621.

'Squanto continued with them and was their interpreter and was a special instrument sent of God for their good beyond their expectation. He directed them how to set their corn, where to take fish, and to procure other commodities, and was also their pilot to bring them to unknown places for their profit, and never left them till he died.'

How useful is Source A to an historian studying relations between the Pilgrim Fathers and the Native Americans?

Explain your answer using Source A and your contextual knowledge.

Model answer

Source A is useful because it shows how much the Pilgrim Fathers depended on Native American help in their first years. Bradford says that Squanto acted as their interpreter, showed them 'how to set their corn' and 'where to take fish', and guided them to new places. This fits what I know about the colony's desperate position: about half of the Mayflower's 102 passengers died in the first winter of 1620-21, and the survivors had little idea how to grow food in New England. Squanto, who spoke English because he had been kidnapped in 1614 and later lived in England, helped them make contact with Massasoit, the Wampanoag leader, who made a treaty of peace with the colony in 1621. That autumn Massasoit and about 90 of his men joined the Pilgrims' harvest celebration.

The provenance makes the source valuable. Bradford was governor of the colony for most of the years from 1621 to 1656 and an eyewitness, so he knew Squanto personally and understood the colony's needs. However, he wrote 10 to 30 years later, and as a deeply religious Separatist he saw everything as part of God's plan. He calls Squanto 'a special instrument sent of God', which presents him as a gift to the English rather than a person with his own reasons. In fact Squanto had returned home in 1619 to find his Patuxet people wiped out by an epidemic, and he used his position with the English to increase his own power; Massasoit, meanwhile, wanted allies against the rival Narragansett.

The source is also limited because it shows only the early, friendly period from the English point of view. It says nothing about how European diseases had emptied the land the Pilgrims settled, or about how relations worsened as English settlement spread, leading to the Pequot War of 1636-38 and King Philip's War of 1675-76, led by Massasoit's own son, Metacom.

Overall, Source A is useful for showing that the Plymouth colony survived because of Native American help, but Bradford's religious outlook and the narrow time it covers mean it gives an incomplete picture of relations between the two peoples.

Explanation

The Plymouth colony survived with Wampanoag help in 1621, but relations later broke down in war as settlement spread. Level 4 needs a sustained judgement based on content and provenance (an eyewitness governor with a providential outlook) supported by contextual knowledge.

Mark scheme
  1. 8 marks

    Levels of response (8 marks).
    Level 4 (7-8 marks): Complex evaluation of Source A with a sustained judgement about its usefulness for studying relations between the Pilgrims and the Native Americans, based on both content and provenance and supported by accurate contextual knowledge, e.g. Bradford was a leading eyewitness, and the passage shows how the colony depended on Native help, but his religious outlook presents Squanto as God's gift rather than a person with his own aims, and it says nothing of the disease, distrust and later conflict that shaped relations.
    Level 3 (5-6 marks): Developed evaluation based on content and/or provenance, supported by contextual knowledge, e.g. explains how the help described fits knowledge of the first winter, the treaty with Massasoit and the harvest of 1621; or explains how Bradford's position and beliefs affect the source.
    Level 2 (3-4 marks): Simple evaluation based on content and/or provenance, e.g. it is useful because it shows Squanto helped the Pilgrims grow food; or it is useful because the governor wrote it.
    Level 1 (1-2 marks): Basic analysis of the source: describes or copies it, or makes general comments about reliability without explaining them.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): Content: Squanto acted as interpreter, taught the Pilgrims to plant maize ('set their corn'), showed them where to fish and acted as a guide; the colony depended on this help; Bradford sees him as sent by God. Context: about half the Mayflower's 102 passengers died in the first winter of 1620-21; Samoset and then Squanto made contact in March 1621; the Wampanoag leader Massasoit made a treaty of peace and alliance with the colony (1621); the harvest celebration of autumn 1621 was attended by Massasoit and about 90 of his men; Squanto had been kidnapped by an English captain in 1614, sold in Spain, reached England and returned home in 1619 to find his Patuxet people wiped out by an epidemic (1616-19) - the Pilgrims settled on their abandoned land; Massasoit wanted allies against the rival Narragansett; Squanto used his position for his own power, and Bradford elsewhere says he sought his own ends; he died in 1622; later relations worsened as English settlement spread - the Pequot War (1636-38) and King Philip's War (1675-76), led by Massasoit's son Metacom. Provenance: Bradford was governor and an eyewitness, so well informed; but he wrote 10-30 years later, as a Separatist who saw the colony's survival as God's providence, so he presents Squanto as God's 'instrument' rather than explaining his motives; it gives only the English view. Credit a sustained judgement.

Question 3

8 marks

Explain the significance of the loss of the American colonies for the British Empire.

Model answer

The loss of the American colonies was significant first because it was a major defeat and humiliation for Britain. After Cornwallis surrendered at Yorktown in 1781, Lord North resigned, and in the Treaty of Paris of 1783 Britain recognised the independence of the United States. Britain had lost its most populous colonies, added to its national debt and found itself fighting France, Spain and the Dutch at the same time, which showed how isolated it had become.

However, the economic effects were less serious than many feared. Trade with the USA soon recovered and grew, especially as American cotton fed the Lancashire mills. This suggested that Britain did not need to rule a country in order to trade with it, an idea that encouraged support for free trade in the 19th century.

Secondly, the loss changed the direction of the empire. Britain paid more attention to India, where Pitt's India Act of 1784 increased government control over the East India Company, and to the East more generally. Because convicts could no longer be transported to America, the government sent the First Fleet to Botany Bay, which arrived in 1788 and began British settlement in Australia. Canada was also strengthened: perhaps 60,000 to 80,000 Loyalists left the USA, many settling in Nova Scotia, New Brunswick and what became Ontario. Some Black Loyalists, who had been promised freedom for supporting Britain, later moved from Nova Scotia to Sierra Leone in 1792.

Thirdly, the loss taught British governments lessons that shaped the later empire. They were more careful about taxing settler colonies, and over time Canada, Australia and New Zealand were given self-government, following the Durham Report of 1839, so that they stayed loyal. In the long term the USA grew into a great power, at first a rival and later Britain's closest ally. So although the loss of America was a disaster at the time, it led Britain to build a 'second' empire focused on India, Australia and Canada, and to rule its settler colonies differently.

Explanation

Losing America was a humiliation, but trade recovered and Britain turned to India, Australia (convict settlement from 1788) and Canada (strengthened by Loyalists), and learned to give settler colonies self-government. Level 4 links short-term and long-term aspects.

Mark scheme
  1. 8 marks

    Levels of response (8 marks).
    Level 4 (7-8 marks): Complex explanation of aspects of the significance of the loss of the American colonies, showing how they relate to each other, e.g. it was a humiliating defeat at the time, but trade with the USA soon recovered; Britain turned to other parts of the world - India, Canada (strengthened by Loyalists) and Australia, settled partly because convicts could no longer be sent to America; and the lesson that settler colonies might rebel shaped later policy towards self-government; supported by specific, accurate knowledge.
    Level 3 (5-6 marks): Developed explanation of aspects of significance, e.g. explains how Britain looked to India and Australia after 1783, or how Loyalists strengthened Canada.
    Level 2 (3-4 marks): Simple explanation of one aspect of significance, e.g. Britain lost thirteen colonies and became weaker.
    Level 1 (1-2 marks): Basic explanation of significance: general statements with little specific knowledge.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): Short term: defeat at Yorktown (1781) and recognition of independence at the Treaty of Paris (1783); Lord North resigned (1782); a blow to prestige and to George III; more national debt; France, Spain and the Dutch had joined against Britain, showing Britain's isolation. Trade: many feared economic ruin, but trade with the USA recovered and grew, especially in cotton for Lancashire mills, suggesting colonies were not needed for trade. A shift in the empire: greater focus on India (Pitt's India Act, 1784) and the East - sometimes called the 'swing to the East'; Australia - convicts could no longer be transported to America, so the First Fleet sailed to Botany Bay (arriving 1788); Canada - perhaps 60,000-80,000 Loyalists left the USA, many settling in Nova Scotia, New Brunswick and Ontario; the Constitutional Act (1791) divided Canada; about 1,200 Black Loyalists moved from Nova Scotia to Sierra Leone (1792). Lessons: British governments were more careful about taxing settler colonies; over time Canada, Australia and New Zealand were given self-government (e.g. after the Durham Report, 1839), forming the later Dominions. Long term: the USA became a major power, a rival and later Britain's closest ally (the 'special relationship'); emigration from Britain and Ireland to the USA continued. Credit a judgement.

Question 4

20 marks

Has government been the main factor in causing conflict between Britain and the peoples of its empire?

Explain your answer with reference to government and other factors. Use a range of examples from across your study of Britain: Migration, empires and the people: c790 to the present day.

[16 marks] [SPaG 4 marks]

Model answer

Government decisions often triggered conflict between Britain and the peoples of its empire, from Ireland in the 12th century to Suez in 1956. However, the deeper causes of conflict were usually economic interests, religion and ideas, and some of the worst conflicts were caused by settlers and traders acting against the government's wishes. So government was an important factor, but not the main one.

There are many examples of government decisions causing conflict. In 1171 Henry II went to Ireland, beginning centuries of English rule and resistance. In 1609 James I's government organised the plantation of Ulster, taking land from Catholic Irish lords and giving it to Protestant settlers, which led to the rebellion of 1641. In America, Parliament's decision to tax the colonies after 1763, through the Stamp Act of 1765, the Townshend duties of 1767 and the Tea Act of 1773, provoked protests, and the Coercive Acts of 1774, which punished Boston for the Tea Party, led directly to war in 1775. In India, the East India Company's policy of taking over states such as Awadh in 1856 under Lord Dalhousie helped to cause the Indian Rebellion of 1857, and in 1919 the Rowlatt Act, which allowed imprisonment without trial, led to the protests that ended in the Amritsar massacre.

However, governments sometimes tried to prevent conflict, while others caused it. The Proclamation of 1763 was meant to keep settlers off Native American land, but colonists ignored it. The wars with Native Americans, from the Powhatan attack of 1622 to King Philip's War of 1675-76, were caused mainly by settlers' hunger for land, which is the factor of economic resources. The search for wealth also lay behind the Boer War: although Joseph Chamberlain and Sir Alfred Milner pressured the Transvaal government, the real issue was control of the gold of the Witwatersrand. In Kenya, the Mau Mau rising of the 1950s grew out of anger at the loss of land to white settlers.

Religion and ideas were also important causes. Conflict in Ireland was deepened by the division between Catholics and Protestants. In 1857 Indian soldiers rebelled partly because they believed the cartridges for the new Enfield rifle were greased with cow and pig fat, which offended both Hindus and Muslims. Racist ideas and the belief in a 'civilising mission' led Britain to ignore the rights of colonised peoples, while in the 20th century the ideas of nationalism led them to demand independence. Individuals mattered too: Cecil Rhodes's Jameson Raid of 1895-96 worsened relations with the Boers, and General Dyer ordered his troops to fire at Amritsar.

Overall, government decisions were often the trigger for conflict, as in America in 1774 and India in 1919. But they were rarely the main cause. Economic interests, especially land and gold, together with religious divisions and ideas about race and nationhood, created the tensions that government decisions then brought to the surface, and in some cases conflict happened in spite of the government's efforts to prevent it.

Explanation

Government decisions (Ulster, American taxes, Indian annexations, the Rowlatt Act) often triggered conflict, but land and resources, religion and ideas were usually the deeper causes, and settlers sometimes caused conflict against government wishes. Level 4 needs a sustained judgement with examples from across the period.

Mark scheme
  1. 16 marks

    Levels of response (16 marks).
    Level 4 (13-16 marks): Complex explanation of the role of government (decisions and policies of monarchs, Parliament, the East India Company and colonial governments) and of other factors (e.g. economic resources, religion, ideas, individuals, settlers' actions) in causing conflict with peoples of the empire, leading to a sustained judgement about whether government was the main factor; uses a range of accurate, detailed examples from across the period (e.g. Ireland, the American colonies, Native Americans, India, South Africa, Kenya) and may show that governments sometimes tried to prevent conflict that settlers or traders caused.
    Level 3 (9-12 marks): Developed explanation of government and other factors, with specific examples from more than one period; a judgement may be reached but is not fully sustained.
    Level 2 (5-8 marks): Simple explanation of government and/or other factors, with some relevant examples, perhaps from a narrow part of the period.
    Level 1 (1-4 marks): Basic explanation of one or more factors, with limited knowledge; may be descriptive or general.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): Government: Henry II's intervention in Ireland (1171); James I's Ulster plantation (1609) and the rebellion of 1641; Cromwell's campaign in Ireland (1649); British taxes on America (Stamp Act 1765, Townshend duties 1767, Tea Act 1773) and the Coercive Acts (1774) led to war in 1775; the East India Company's annexations (e.g. Awadh, 1856) and the Doctrine of Lapse under Lord Dalhousie helped cause the Indian Rebellion (1857); the Rowlatt Act (1919) led to protests and the Amritsar massacre; the Colonial Secretary Joseph Chamberlain and Sir Alfred Milner's pressure on the Transvaal before the Boer War (1899); the colonial government of Kenya's support for white settlers and the state of emergency (1952); Eden's decision to invade Egypt (Suez, 1956). Government trying to prevent conflict: the Proclamation of 1763 to stop settlement on Native American land; Queen Victoria's Proclamation (1858) promising religious toleration after 1857. Other factors - economic resources: settlers' hunger for land caused wars with Native Americans (1622, King Philip's War 1675-76) and in Kenya; gold in the Transvaal; the profits of the slave trade and resistance to slavery (the Baptist War, 1831-32). Religion: Catholic and Protestant division in Ireland; fears for religion and the greased cartridges in 1857. Ideas: racism and the 'civilising mission'; nationalism among colonised peoples. Individuals: Rhodes and the Jameson Raid (1895-96); General Dyer at Amritsar. Possible judgements: government decisions often triggered conflict, but deeper causes were economic interests, religion and ideas, and conflict was often caused by settlers and traders acting against government wishes.

  2. 4 marks

    SPaG. High performance (4 marks): spells and punctuates with consistent accuracy; uses rules of grammar with effective control of meaning overall; uses a wide range of specialist terms as appropriate.
    Intermediate performance (2-3 marks): spells and punctuates with considerable accuracy; uses rules of grammar with general control of meaning overall; uses a good range of specialist terms as appropriate.
    Threshold performance (1 mark): spells and punctuates with reasonable accuracy; uses rules of grammar with some control of meaning and any errors do not significantly hinder meaning overall; uses a limited range of specialist terms as appropriate.
    0 marks: the student writes nothing, or the response does not relate to the question, or errors severely hinder meaning.

    SPaG marks are awarded only if the answer relates to the question.

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