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).
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"
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
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.
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 15th 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.
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.”
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Unit Two: 1608 - 1754: The Colonial Period |
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Identity: |
What were the chief similarities and differences among the development of English, Spanish, Dutch, and French colonies in America? |
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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? |
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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? |
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Politics and Power: |
In what ways did the British government seek to exert control over its American colonies in the 17th and 18th centuries? |
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America in the World: |
How did the competition between European empires around the world affect relations among the various peoples in North America? |
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Environment and Geography: |
How and why did the English North American colonies develop into distinct regions? |
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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? |
