Wednesday

Today we will continue reading chapter 4 of the American Pageant.

QUESTIONS FOR READING

CHAPTER 4: AMERICAN LIFE IN THE SEVENTEENTH CENTURY         

1.  What were a few of the notable characteristics of Chesapeake life in the seventeenth century?

2.  What was indentured servitude? How did it work in the Chesapeake?

3.  How did the headright system make some very wealthy?

4.  What colony had the most people by 1700?

5.  How did farmers respond to depressed prices of tobacco during the 1600s?

6.  For most of the 1600s, who served as the labor force for the Chesapeake colonies?

7.  What was most often the outcome for indentured servants in the 1600s?

8.  What was Bacon's Rebellion? Its impact?

9.  Where did the majority of African slaves end up in the 1600s?

10.  Why did the American reliance on African slaves increase after 1680?

11.  Describe some of the impacts of slave culture on American society?

12.  Where was slavery the harshest?

13.  Explain how racism became a central concept in the slave trade?

14.  How did African slaves compare to indentured servants as a labor force?

15.  How did slavery impact the social structure of the South?

16.  What group made up the largest portion of the southern social ladder?

17.  How would the typical colonial New England family be described?

18.  Why were Southern women generally allowed to hang on to property titles?

19.  Why weren't Northern women generally allowed to hang on to property titles?

20.  How did New England society expand?

21.  What was the purpose of the New England town meeting? Its impact?

22.  What caused the Salem Witch Trials? The impact?

23.  What was the basis of the New England economy? How did it compare to the Chesapeake    

      economy?

24.  How did New England impact the settlement of the rest of the United States?

25.  How did the lifestyle of the English colonists compare to their European counterparts?

Confining your response to the period 1619 to 1750 answer (A) (B) and (C).

(A) Briefly describe TWO different factors that led to the growth of African slavery from 1619 to 1750 in North American British Colonies.

(B) Briefly explain how ONE of the examples for PART (A) changed colonial society.

(C) Briefly explain ONE way slaves resisted the dehumanizing aspects of slavery.

Tuesday

Today we will be discussing chapter 2 of Howard Zinn and reading chapter 4 of the American Pageant.

QUESTIONS FOR READING

CHAPTER 4: AMERICAN LIFE IN THE SEVENTEENTH CENTURY         

1.  What were a few of the notable characteristics of Chesapeake life in the seventeenth century?

2.  What was indentured servitude? How did it work in the Chesapeake?

3.  How did the headright system make some very wealthy?

4.  What colony had the most people by 1700?

5.  How did farmers respond to depressed prices of tobacco during the 1600s?

6.  For most of the 1600s, who served as the labor force for the Chesapeake colonies?

7.  What was most often the outcome for indentured servants in the 1600s?

8.  What was Bacon's Rebellion? Its impact?

9.  Where did the majority of African slaves end up in the 1600s?

10.  Why did the American reliance on African slaves increase after 1680?

11.  Describe some of the impacts of slave culture on American society?

12.  Where was slavery the harshest?

13.  Explain how racism became a central concept in the slave trade?

14.  How did African slaves compare to indentured servants as a labor force?

15.  How did slavery impact the social structure of the South?

16.  What group made up the largest portion of the southern social ladder?

17.  How would the typical colonial New England family be described?

18.  Why were Southern women generally allowed to hang on to property titles?

19.  Why weren't Northern women generally allowed to hang on to property titles?

20.  How did New England society expand?

21.  What was the purpose of the New England town meeting? Its impact?

22.  What caused the Salem Witch Trials? The impact?

23.  What was the basis of the New England economy? How did it compare to the Chesapeake    

      economy?

24.  How did New England impact the settlement of the rest of the United States?

25.  How did the lifestyle of the English colonists compare to their European counterparts?

Confining your response to the period 1619 to 1750 answer (A) (B) and (C).

(A) Briefly describe TWO different factors that led to the growth of African slavery from 1619 to 1750 in North American British Colonies.

(B) Briefly explain how ONE of the examples for PART (A) changed colonial society.

(C) Briefly explain ONE way slaves resisted the dehumanizing aspects of slavery.

Friday

 Today we discuss your short answers from your homework.

We will finish the primary sources, give you some time to work on SOAPStone and graphic organize for chapter 3.

Homework: Howard Zinn.

You should also watch the following video: 

Thursday

 Today we are going to look at "The Stono Rebellion" and write a SOAPStone.

Homework for tomorrow is to answer the question below, and homework for Tuesday is to read chapter 2 of Howard Zinn's A People's History of the United States.

Period 2: 1607-1754

Directions: Using your knowledge of United States history answer parts A, B, and C

 

A. Briefly describe the economic structure of one of the following regions :

●      New England Colonies

●      Middle Colonies

●      Southern Colonies

 

B. Discuss ONE factor that led to the economic structure of the region you chose.

 

C. Provide ONE piece of evidence that demonstrates the economic stability OR instability of one of the regions.

Wednesday

 Today, we will finish chapter 3 and work on the graphic organizers for the chapter.

Homework is to watch the two AP Classroom videos assigned to you.

https://apclassroom.collegeboard.org/d/86gnpcc4yx?sui=1,2

https://apclassroom.collegeboard.org/d/vuwp1y9j99?sui=1,2 

Also, make sure you have your timeline finished through 1754.

Barbados Slave Codes

Barbados Slave Code  

https://sites.google.com/site/buchanancollegeushistory/american-settlement/barbados-slave-code

 Links about codes/laws on slaves in Jamestown.

http://www.virtualjamestown.org/slavelink.html

Tuesday

 Today we are going to try and finish chapter 3 in your textbook, but we will  also look at AP classroom.

 https://apclassroom.collegeboard.org/1/home

Homework: Finish timeline.

The Great Awakening

 Today we need to discuss your reading, discuss the "Middle Colonies" and "The Great Awakening" and have you begin an outline of important events on your timeline.

Friday

 Today - we need to go over the reading for last night. Discuss the graphic organizers and the answers.

Make a time line (see white board) - with explanations of events and why they were important.

Homework: Read THE AMERICAN PAGEANT chapter 3 (pages 42-51. End at the section about the Netherlands).

Thursday

 Today, we will look at a primary source from the Virginia Company and start a time line.

Then you will have some time to finish your graphic organizers.

HW: Read DON'T KNOW MUCH ABOUT HISTORY.

 Today we are going to finish reading chapter 2 of your textbooks.

 

To visit the VIRTUAL JAMESTOWN site go HERE

To visit some primary sources on Jamestown go HERE

Quizlet for chapter 2: Go HERE

HOMEWORK for Friday: Don't Know Much About History pages 23-60.

 The New World: Nightmare in Jamestown 

Primary Source: 

"The Indians should be conquered and exterminated"

Tuesday - Colonies

 Today we will discuss the differences between New Spain, New France, New Netherlands, and the English Colonies.

Then we will finish reading chapter 2 and work on the graphic organizer questions. 

Finally - HW

EDPUZZLE on the Southern Colonies. 

https://edpuzzle.com/assignments/5f60eff39f7f6340a3e4436f/watch

Monday

Join Zoom Meeting
https://us04web.zoom.us/j/74650851178?pwd=YWQxTGtPYXFwaEtXRnJzM0E5UU8xdz09

 Today we are going to review what you read this weekend. 

Then begin filling out graphic organizers about the differences/similarities between France, Spain, Netherlands and England in their colonies. 

We will also start creating a timeline of events.

New France

 

Contextualization for Period 2

* Change from and/or continuity with preceding historical developments

* Similarities and/or differences with contemporaneous historical developments in different regions or geographical areas.

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, and 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 centruy, 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. 

HOMEWORK for the WEEKEND:

Read pages 25-33

Make sure you know these key terms:

American Pageant chapter 2

 

Questions:

 

1)    How did Queen Elizabeth unite England?

2)    The defeat of the Spanish Armada was important to England’s venture into the Americans. Why? How did England mirror Spain of the late 15^th century?

3)    Contextualization: What was going on in England to set up its colonial aspirations?

4)    Jamestown set the standard for many things American. Discuss the following:

a)     View and treatment of the natives

b)    Self-Government

c)     Economy

d)    View of Land

e)     Slavery

 

Outline the rest of the Southern Colonies – (why they were founded, who founded them, religion and religious tolerance, economy): Maryland, Carolinas, and Georgia. 

 

B. Glossary

To build your social science vocabulary, familiarize yourself with the following terms.

1.     nationalism Fervent belief and loyalty given to the political unit of the nation-state. “Indeed England now had . . . a vibrant sense of nationalism and national destiny.”

2.     primogeniture The legal principle that the oldest son inherits all family property or land. “. . . laws of primogeniture decreed that only eldest sons were eligible to inherit landed estates.”

3.     joint-stock companies An economic arrangement by which a number of investors pool their capital for investment. “Joint-stock companies provided the financial means.”

4.     charter A legal document granted by a government to some group or agency to implement a stated purpose, and spelling out the attending rights and obligations. “. . . the Virginia Company of London received a charter from King James I of England. . . .”

5.     census An official count of population, often also including other information about the population. “By 1669 an official census revealed that only about two thousand Indians remained in Virginia. . . .”

6.     feudal Concerning the hierarchical, decentralized medieval social system of personal obligations between rulers and ruled. “Absentee proprietor Lord Baltimore hoped that . . . Maryland . . . would be the vanguard of a vast new feudal domain.”

7.     indentured servant A poor person obligated to a fixed term of unpaid labor, often in exchange for a benefit such as transportation, protection, or training. “Also like Virginia, it depended for labor in its early years mainly on white indentured servants. . . .”

8.     toleration Originally, religious freedom granted by an established church to a religious minority. “Maryland’s new religious statute guaranteed toleration to all Christians.”

9.     squatter A frontier farmer who illegally occupied land owned by others, or land not yet officially opened for settlement. “The newcomers, who frequently were ‘squatters’ without legal right to the soil . . . .”

10.   buffer In politics, a small territory or state between two larger, antagonistic powers , established to minimize the possibility of conflict between them. “The English crown intended Georgia to serve chiefly as a buffer.”

11.   melting pot Popular American term for an ethnically diverse population that is presumed to be “melting” toward some common homogeneous national identity. “The hamlet of Savannah, like Charleston, was a melting-pot community.”

Friday

 

Unit Two: 1608 - 1754: The Colonial Period
Identity:	What were the chief similarities and differences among the development of English, Spanish, Dutch, and French colonies in America?
Work, Exchange, and Technology:	How did distinct economic systems, most notably a slavery system based on African labor, develop in British North America? What was their effect on emerging cultural and regional differences?
Peopling:	Why did various colonists go to the New World? How did the increasing integration of the Atlantic world affect the movement of peoples between its different regions?
Politics and Power:	In what ways did the British government seek to exert control over its American colonies in the 17th and 18th centuries?
America in the World:	How did the competition between European empires around the world affect relations among the various peoples in North America?
Environment and Geography:	How and why did the English North American colonies develop into distinct regions?
Ideas, Beliefs, and Culture:	How did the expansion of cultural contact that took place with permanent colonization alter conditions in North America and affect intellectual and religious life, the growth of trade, and the shape of political institutions?

Period 2

 If you finish your test, start KHAN ACADEMY Unit 2. It's been assigned.

UNIT  2: 1607-1754 – readings The American Pageant chapters 2-4.  A People’s History of the United States chapter 2. Content: Growing trade; unfree labor; political differences across the colonies; conflict with Native Americans; immigration; early cities; role of women, education, religion and culture; and growing tensions with British.  Key Concepts: 2.1 Differences in imperial goals, cultures, and the North American environments that different empires confronted led Europeans to develop diverse patterns of colonization. 2.2 European colonization efforts in North American stimulated intercultural contact and intensified conflict between the various groups of colonizers and native peoples.  2.3 The increasing political, economic, and cultural exchanges within the “Atlantic World” had a profound impact on the development of colonial societies in North America.  Activities: History Logs – notes, short writings in response to notes and readings. Primary Source Analysis: Students will read “Sinners in the Hands of an Angry God” by Jonathan Edwards; an indentured servant’s letter home; Bacon’s Manifesto; The Maryland Toleration Act; a letter about the Small Pox Inoculation; map of a Puritan town; painting of a colonial Virginia tobacco farm; and colonial export chart broken down by region and products. Viewpoints: Students will read articles from Opposing Viewpoints and be ready to discuss the two articles focusing on sourcing and contextualization.  “A Defense of the Salem Witch Trials” (1692) by Cotton Mather and “An Attach on the Salem Witch Trials” (1692) by Thomas Brattle. Students will describe the settlements of Northern, Middle, and Southern colonies showing motives, location, religious influences, political system, economic structure, labor source, relations with natives and discuss the environmental and geographic impact on the development of each region. After studying colonial development and utilizing all readings, students will write an essay on the following: Early encounters between American Indians and European colonists led to a variety of relationships among the different cultures.  Analyze how the actions taken by BOTH American Indians and European colonists shaped those relationships in TWO of the following regions.  Confine your answers to the 1600s. A)    New England B)    Chesapeake C)    Spanish Southwest D)   New York and New France Six Degrees of Separation: From Jamestown to the French and Indian War. Unit Test. Students will discuss possible answers to the following essential questions: Identity – What were the chief similarities and differences among the develop of English, Spanish, Dutch, and French colonies in America? Work, Exchange, and Technology – How did distinct economic systems, most notably a slavery system based on African labor, develop in British North America?  What was their effect on emerging cultural and regional differences? Peopling – Why did various colonists go to the New World?  How did the increasing integration of the Atlantic world affect the movement of peoples between its different regions? Politics and Power – In what ways did the British government seek to exert control over its American colonies in the 17th and 18th centuries? America in the World – How did competition between European empires around the world affect relations among the various peoples in North America? Environment and Geography – How and why did the English American colonies develop into distinct regions?

Review Day

Kent Fielding is inviting you to a scheduled Zoom meeting.

Join Zoom Meeting
https://us04web.zoom.us/j/71328270003?pwd=am4xZ1RCQ2U3eWZyR1lhTTQ1bXJvQT09 

So, we will review today. If you have any questions please ask. 

If there are no questions we will look at SAQs and give you some time to work on MC on APClassroom.

Here are some videos that might help you:

Short Answer and Period 1

 Today we will discuss Howard Zinn chapter 1, the test coming up tomorrow (or Thursday) for Unit 1, and finally you'll have some time to work on SAQs below (one of them will be on the test).

What do you need to know? 

1.1: Before the arrival of Europeans, native populations in North America developed a wide variety of social, political, and economic structures based in part on interactions with the environment and each other.

1.2: European overseas expansion resulted in the Columbian Exchange, a series of interactions and adaptations among societies across the Atlantic

1.3 Contacts among American Indians, Africans, and Europeans challenged the worldviews of each group.

 

Terms: Be able to explain causation. What caused Europeans to explore the Americas? 

Also know the following: Cahokia, three-sister farming, Columbian exchange, Treaty of Tordesillas, encomienda, Black Legend, Pope's Rebellion, Battle of Acoma, Bartolome de Las Casas. Columbus' Letter and "From A Brief Account of the Devastation of the West Indies" 

Note – Short Answer (SAQ) are not essay questions

 

Answer using a three to four-sentence format:

 

A)    Clearly answer the question (use part of the prompt) – this should include a generalization as far as your answer

B)    CITE a specific piece of evidence to support your answer. The more specific, the better.

C)    Expand your answer by providing further analysis or historical context

 

C) can be 1-2 sentences

For period 1 - make sure you know Columbian Exchange, how Native Americans interacted with their environment, Pope's Rebellion, and the Spanish Encomienda System

Short Answer:

 

1. Use your knowledge of US History to answer parts a, b and c.

 

a. Briefly explain ONE way in which North American Indians adapted to their environment.

b. Briefly explain how this was different than another indian group in North America.

c. Briefly explain ONE way in which Native Americans responded to Europeans.

 

2. Use your knowledge of US History to answer parts a, b and c.

 

a. Briefly explain ONE motive for European exploration.

b. Identify ONE piece of technology that helped Europeans conquer the new world.

c. Briefly explain why technology was not the main reason that Europeans conquered the new world.

 

 

“I want the natives to develop a friendly attitude toward us because I know that they are a people who can be made free and converted to our Holy Faith more by love than by force.  I therefore gave red caps to some and glass beads to others.  They hung the beads around their necks, along with some other things of slight value that I gave them….I warned my men to take nothing from the people without giving something in exchange.”

 

3. Using the excerpt, answer a, b, and c

 

a.  Briefly explain the point of view expressed by Columbus in the excerpt

b. Briefly explain what powerful group in Spain, other than the monarchy, Columbus would be appealing to in the above passage?

c. Provide an example of contact between Europeans and the first inhabitants of America that is not consistent with the above passage.

 SAQ Rubric

Friday

 Today, we will try and get "lock-down browsers" put on your computers, play a review game, and work on Short Answer Questions.

Here are some strategies for SAQ.

You will have three set of SAQs on the test (A, B, C for each) and 40 minutes to do it.

KHAN ACADEMY VIDEO on SAQs: https://www.khanacademy.org/humanities/ap-us-history/general-ap-us-history-skills-and-test-strategies/apush-examples/v/ap-us-history-short-answer-example-1 

 

Note – Short Answer (SAQ) are not essay questions

 

Answer using a three to four-sentence format:

 

A)    Clearly answer the question (use part of the prompt) – this should include a generalization as far as your answer

B)    CITE a specific piece of evidence to support your answer. The more specific, the better.

C)    Expand your answer by providing further analysis or historical context

 

C) can be 1-2 sentences

For period 1 - make sure you know Columbian Exchange, how Native Americans interacted with their environment, Pope's Rebellion, and the Spanish Encomienda System

Short Answer:

 

1. Use your knowledge of US History to answer parts a, b and c.

 

a. Briefly explain ONE way in which North American Indians adapted to their environment.

b. Briefly explain how this was different than another indian group in North America.

c. Briefly explain ONE way in which Native Americans responded to Europeans.

 

2. Use your knowledge of US History to answer parts a, b and c.

 

a. Briefly explain ONE motive for European exploration.

b. Identify ONE piece of technology that helped Europeans conquer the new world.

c. Briefly explain why technology was not the main reason that Europeans conquered the new world.

 

 

“I want the natives to develop a friendly attitude toward us because I know that they are a people who can be made free and converted to our Holy Faith more by love than by force.  I therefore gave red caps to some and glass beads to others.  They hung the beads around their necks, along with some other things of slight value that I gave them….I warned my men to take nothing from the people without giving something in exchange.”

 

3. Using the excerpt, answer a, b, and c

 

a.  Briefly explain the point of view expressed by Columbus in the excerpt

b. Briefly explain what powerful group in Spain, other than the monarchy, Columbus would be appealing to in the above passage?

c. Provide an example of contact between Europeans and the first inhabitants of America that is not consistent with the above passage.

 

Thursday

 Today we are going to discuss how you might use the primary source you read yesterday; watch the John Green video (below); talk about short answer questions and practice as a class multiple choice questions.

Short Answer:

A) Discuss one reason European countries began to explore the New World

B) Discuss another reason European countries began to explore the New World

C) Discuss one result of European exploration

HOMEWORK - watch the following videos:

https://apclassroom.collegeboard.org/1/home?apd=12esn9vw1v

https://apclassroom.collegeboard.org/1/home?apd=ra541r86gx 

https://apclassroom.collegeboard.org/1/home?apd=k7m67sbcex

HOMEWORK for Tuesday: 

Read chapter 1 of Howard Zinn

Wednesday

 Today, you will took in your graphic organizers and I will take any questions about the textbook.

We will look at John Green and finish your first primary source: "Christopher Columbus". 

 

Homework: Write a SOAPStone for the primary source and watch the following videos (take notes and post them on your blog).

https://apclassroom.collegeboard.org/d/11h7379rn7?sui=1,1

Tuesday

 Today we are going to discuss Key Concept 1.2

We will explore the causation of European exploration (what caused Europe to eventually explore the "New World"?), the contextualization of exploration (what was going on during the time), and the Columbian Exchange. We will also begin looking at our first PRIMARY SOURCE - Columbus.

Homework: First chapter 1 and graphic organizer.

1.1: Before the arrival of Europeans, native populations in North America developed a wide variety of social, political, and economic structures based in part on interactions with the environment and each other.

1.2: European overseas expansion resulted in the Columbian Exchange, a series of interactions and adaptations among societies across the Atlantic

1.3 Contacts among American Indians, Africans, and Europeans challenged the worldviews of each group.

Key Terms/Vocabulary: Columbian exchange, Treaty of Tordesillas, encomienda, three-sister farming, mestizos, Black Legend, Algonquian, Iroquois Confederation, Mayas, Incas, Aztecs, conquistadores, Hernan Cortes, Francisco Pizarro, New Laws of 1542, Lakota Sioux, Peublos, Bartolome de Las Casas, John Cabot, Samuel de Champlain, Henry Hudson, Protestant Reformation, Roanoke Island, Spanish Armada.

Columbian Exchange