Today - we need to go over the study questions that you answered last week. We need to do this quickly. Then, we need to read some primary sources on the Salem Witch Trials. We will read these as a class and then in groups you will need to SOAPSTONE one. I will probably - assign you one so that the entire class doesn't do the same thing.
Tomorrow and Friday - you have a couple of assignments:
1) In groups, you need to choose a Middle or New England Colony and come up with the following information:
A) Founder
B) Reason for Founding
C) Religious Practices
D) Economy
E) Relations with Natives
D) Type of Government (or establishment of Self-Government if there is any).
F) Anything else of important
G) I want you to find one painting or drawing connected with the colony
You will be presenting these. You might want think about how you will present them.
2) If you haven't watch the South Colonies on EdPuzzle you need to do so before Friday.
3) I will also be assigning the next Crash Course video on EdPuzzle - this won't be due until Tuesday, but you can do it before than.
NOTE - UNIT 2, Final will be on October 12th.
Wednesday, 30 September 2015
Friday, 25 September 2015
Friday, Monday and Tuesday
Today - you have two things to do:
A) Watch the video on "The Middle Colonies" on Edpuzzle (if you haven't done so), and
B) Answer the study questions below - the answers are in your textbook:
1) What is the difference between the Puritans and the Separatists?
2) What did King James dislike the two groups?
3) What is the importance of the Mayflower Compact?
4) What advantages did the Massachusetts Bay Colony have on its arrival in the New World?
5) What type of government was established in Massachusetts Bay?
6) Why was Anne Hutchinson removed from Massachusetts? Roger Williams?
7) Why was Rhode Island established? Why was it unique?
8) What were the fundamental orders of Connecticut?
9) How were relations between New England settlers and the Native Americans?
10) What was the significance of King Phillip's War?
11) What was the New England Confederation?
12) Why did the Dutch settle in New Amsterdam?
13) How did the English come to rule New York?
14) Why did Penn establish Pennsylvania?
15) What were the similarities among the Middle Colonies? Differences?
HW: This weekend you need to read Don't Know Much About History 20-40)
Monday/Tuesday you need to finish reading 40-60 and find answers to the questions below:
Questions for Study
Here are questions you should consider for the first quiz next week.
1) What was Columbus looking for?
2) Why was a passage to India important for European countries to find?
3) How did the crusades change European and how did it lead to the exploration of the "New World"?
4) How did tobacco change the course of America (particularly the Virginia colony)?
5) Discuss the rise of self-government in America (make sure you note the House of Burgesses, the Mayflower Compact and the Fundamental Orders of Connecticut).
6) How did religion play an essential role in the shaping of the early colonies?
7) Discuss why early colonists came to America (the various reasons - begin to relate these to the American Dream and the American Character).
8) What was the Great Migration?
9) Why did the English want the Dutch out of New Amsterdam?
10) Where the 1st Europeans to the Americas "Explorers" or "Invaders"? Please justify your answer.
11) How did the English distance the relationship between indentured whites and black slaves? Why did they fear a relationship between the two?
12) Please to list at least six colonies and why they were formed (and by what settlers).
13) Know the following people: John Rolfe, John Smith, John Winthrop, Anne Hutchinson, Roger Williams, William Bradford, John Wheelright, Jacques Marquette, Samuel de Champlain, Squanto, Samoset.
14) What is the difference between the Separatists and Puritians?
15) Why were women brought to Virginia in 1619?
16) When did the 1st Africans come to the English colonies? Where? What was the purpose of importing them (be specific)?
18) What were the first 13 colonies?
19) What was important about the Spanish Armada?
20) List the first three colonies in North America, the current United States (note: two are Spanish).
21) When was Quebec founded?
A) Watch the video on "The Middle Colonies" on Edpuzzle (if you haven't done so), and
B) Answer the study questions below - the answers are in your textbook:
1) What is the difference between the Puritans and the Separatists?
2) What did King James dislike the two groups?
3) What is the importance of the Mayflower Compact?
4) What advantages did the Massachusetts Bay Colony have on its arrival in the New World?
5) What type of government was established in Massachusetts Bay?
6) Why was Anne Hutchinson removed from Massachusetts? Roger Williams?
7) Why was Rhode Island established? Why was it unique?
8) What were the fundamental orders of Connecticut?
9) How were relations between New England settlers and the Native Americans?
10) What was the significance of King Phillip's War?
11) What was the New England Confederation?
12) Why did the Dutch settle in New Amsterdam?
13) How did the English come to rule New York?
14) Why did Penn establish Pennsylvania?
15) What were the similarities among the Middle Colonies? Differences?
HW: This weekend you need to read Don't Know Much About History 20-40)
Monday/Tuesday you need to finish reading 40-60 and find answers to the questions below:
Questions for Study
Here are questions you should consider for the first quiz next week.
1) What was Columbus looking for?
2) Why was a passage to India important for European countries to find?
3) How did the crusades change European and how did it lead to the exploration of the "New World"?
4) How did tobacco change the course of America (particularly the Virginia colony)?
5) Discuss the rise of self-government in America (make sure you note the House of Burgesses, the Mayflower Compact and the Fundamental Orders of Connecticut).
6) How did religion play an essential role in the shaping of the early colonies?
7) Discuss why early colonists came to America (the various reasons - begin to relate these to the American Dream and the American Character).
8) What was the Great Migration?
9) Why did the English want the Dutch out of New Amsterdam?
10) Where the 1st Europeans to the Americas "Explorers" or "Invaders"? Please justify your answer.
11) How did the English distance the relationship between indentured whites and black slaves? Why did they fear a relationship between the two?
12) Please to list at least six colonies and why they were formed (and by what settlers).
13) Know the following people: John Rolfe, John Smith, John Winthrop, Anne Hutchinson, Roger Williams, William Bradford, John Wheelright, Jacques Marquette, Samuel de Champlain, Squanto, Samoset.
14) What is the difference between the Separatists and Puritians?
15) Why were women brought to Virginia in 1619?
16) When did the 1st Africans come to the English colonies? Where? What was the purpose of importing them (be specific)?
18) What were the first 13 colonies?
19) What was important about the Spanish Armada?
20) List the first three colonies in North America, the current United States (note: two are Spanish).
21) When was Quebec founded?
Wednesday, 23 September 2015
Wednesday
Today - we are going to hear from the 3rd group on Slave Codes in Maryland.
Then, we will view a PPT presentation on the English Colonies.
Finally, in groups we will continue to read chapter 3. Your homework tonight is to finish chapter 3 - with notes - I'll collect these tomorrow.
You also have a video to watch for FRIDAY. It is on Edpuzzle and is on "The Middle Colonies". If you forgot the link to Edpuzzle it is here or on the home website.
PS: Coming Soon (like this weekend) Don't Know Much About History pages 20-60 (w/ notes).
Above is William Penn.
Then, we will view a PPT presentation on the English Colonies.
Finally, in groups we will continue to read chapter 3. Your homework tonight is to finish chapter 3 - with notes - I'll collect these tomorrow.
You also have a video to watch for FRIDAY. It is on Edpuzzle and is on "The Middle Colonies". If you forgot the link to Edpuzzle it is here or on the home website.
PS: Coming Soon (like this weekend) Don't Know Much About History pages 20-60 (w/ notes).
Tuesday, 22 September 2015
Tuesday
Today - we are going to present your "Slave Codes" from Friday. I'll give you about 10 minutes to work in groups on this and then continue to read and outline chapter 3
Some study questions for you to answer as well:
1) What is the difference between the Puritans and the Separatists?
2) What did King James dislike the two groups?
3) What is the importance of the Mayflower Compact?
4) What advantages did the Massachusetts Bay Colony have on its arrival in the New World?
5) What type of government was established in Massachusetts Bay?
6) Why was Anne Hutchinson removed from Massachusetts? Roger Williams?
7) Why was Rhode Island established? Why was it unique?
8) What were the fundamental orders of Connecticut?
9) How were relations between New England settlers and the Native Americans?
10) What was the significance of King Phillip's War?
11) What was the New England Confederation?
12) Why did the Dutch settle in New Amsterdam?
13) How did the English come to rule New York?
14) Why did Penn establish Pennsylvania?
15) What were the similarities among the Middle Colonies? Differences?
Remember as we read relate the material to the seven themes for this time period:
Some study questions for you to answer as well:
1) What is the difference between the Puritans and the Separatists?
2) What did King James dislike the two groups?
3) What is the importance of the Mayflower Compact?
4) What advantages did the Massachusetts Bay Colony have on its arrival in the New World?
5) What type of government was established in Massachusetts Bay?
6) Why was Anne Hutchinson removed from Massachusetts? Roger Williams?
7) Why was Rhode Island established? Why was it unique?
8) What were the fundamental orders of Connecticut?
9) How were relations between New England settlers and the Native Americans?
10) What was the significance of King Phillip's War?
11) What was the New England Confederation?
12) Why did the Dutch settle in New Amsterdam?
13) How did the English come to rule New York?
14) Why did Penn establish Pennsylvania?
15) What were the similarities among the Middle Colonies? Differences?
Remember as we read relate the material to the seven themes for this time period:
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?
HW: Watch the following video and take notes according to the directions on it.
HW: Watch the following video and take notes according to the directions on it.
Monday, 21 September 2015
Northern Colonies
Today - we are going to discuss PQR3 (Preview, Question, Read, Recite, Review.
Review should be when you take notes.
We are going to begin Chapter 3 in groups.
HW: You need to read and take notes from pages 42-48.
Note - We will return to "Slave Codes" tomorrow when XC runners return.
Unit Goal: Students will be able to answer three of the following themes by backing up their answer with specific examples and explanations of their examples.
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 should be when you take notes.
We are going to begin Chapter 3 in groups.
HW: You need to read and take notes from pages 42-48.
Note - We will return to "Slave Codes" tomorrow when XC runners return.
Unit Goal: Students will be able to answer three of the following themes by backing up their answer with specific examples and explanations of their examples.
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?
Friday, 18 September 2015
Slave Codes
Today we are going to take a quiz (pop quiz) on the Southern Colonies and look at "Slave Codes".
South Carolina Slave Codes of 1739
1.
No slave shall be taught to
write, work on Sunday, or work more than fifteen hours per day in summer and
fourteen hours in winter;
2.
Willful killing of a slave exacts
a fine of 700 pounds, and "passion" killing, 350 pounds;
3.
The fine for concealing runaway
slaves is one thousand dollars and a prison sentence of up to one year;
4.
A fine of one hundred dollars and
six months in prison are imposed for employing any Black or slave as a clerk;
5.
A fine of one hundred dollars and
six months in prison are imposed on anyone selling or giving alcoholic
beverages to slaves;
6.
A fine of one hundred dollars and
six months in prison are imposed for teaching a slave to read and write, and
death is the penalty for circulating incendiary literature;
The
Barbados slave code (1661)
declared,
"If
any Negro or slave whatsoever shall offer any violence to any Christian by
striking or the like, such Negro or slave shall for his or her first offence be
severely whipped by the Constable.
For
his second offence of that nature he shall be severely whipped, his nose slit,
and be burned in some part of his face with a hot iron.
And
being brutish slaves, [they] deserve not, for the baseness of their condition,
to be tried by the legal trial of twelve men oftheir peers, as the subjects of
England are.
And
it is further enacted and ordained that if any Negro or other slave under
punishment by his master unfortunately shall suffer in life or member, which
seldom happens, no person whatsoever shall be liable to any fine
therefore."
Slave
Codes in South Carolina, Georgia and Florida – North America
South
Carolina established its slave code in 1712, based on the 1688 English slave
code in Barbados. The South Carolina slave code served as the model for other
colonies in North America. In 1770, Georgia adopted the South Carolina slave
code, and then Florida adopted the Georgia code. The 1712 South Carolina slave
code included provisions such as:
Slaves were forbidden to leave the owner's
property, unless accompanied by a white person, or obtaining permission. If a
slave leaves the owner's property without permission, "every white
person" is required to chastise such slaves
Any slave attempting to run away and leave
the colony receives the death penalty
Any slave who evades capture for 20 days or
more is to be publicly whipped for the first offense; branded with the letter R
on the right cheek for the second offense; and lose one ear if absent for
thirty days for the third offense; and castrated for the fourth offense.
Owners refusing to abide by the slave code
are fined and forfeit ownership of their slaves
Slave homes are to be searched every two
weeks for weapons or stolen goods. Punishment for violations escalate to include
loss of ear, branding, and nose-slitting, and for the fourth offense, death.
No slave shall be allowed to work for pay,
or to plant corn, peas or rice; or to keep hogs, cattle, or horses; or to own
or operate a boat; to buy or sell; or to wear clothes finer than 'Negro cloth'
The
South Carolina slave code was revised in 1739 with the following amendments:
No slave shall be taught to write, work on
Sunday, or work more than 15 hours per day in Summer, and 14 hours in Winter.
Willful killing of a slave exacts a fine of
700 pounds, and "passion" killing 350 pounds
The fine for concealing runaway slaves is
one thousand dollars and a prison sentence of up to one year
A fine of one hundred dollars and six
months in prison are imposed for employing any Black or slave as a clerk
A fine of one hundred dollars and six
months in prison are imposed on anyone selling or giving alcoholic beverages to
slaves
A fine of one hundred dollars and six
months in prison are imposed for teaching a slave to read and write, and death
is the penalty for circulating incendiary literature
Freeing a slave is forbidden, except by
deed, and after 1820, only by permission of the legislature
Slave Codes in Maryland
An Act Concerning Negroes
& Other Slaves
Assembly Proceedings, September
1664
Transcribed
Be it Enacted by the Right
Honorable the Lord Proprietary by the advice and Consent of the upper and lower
house of this present General Assembly That all Negroes or other slaves already
within the Province And all Negroes and other slaves to be hereafter imported
into the Province shall serve Durante Vita [Latin, “for life”]. And all
Children born of any Negro or other slave shall be slaves as their fathers were
for the term of their lives And forasmuch as divers freeborn English Women
forgetful (continued on next page)
Transcribed
Student Resource Sheet 2 continued
of their free condition and to
the disgrace of our Nation do intermarry with Negro Slaves by which also divers
suits [lawsuits] may arise touching the Issue of such women and a great damage
does befall the Masters of such Negroes for prevention whereof for deterring
such freeborn women from such shameful Matches. Be it further Enacted by the
Authority advice and Consent aforesaid That whatsoever freeborn woman shall
intermarry with any slave from and after the Last day of this present Assembly
shall Serve the master of such slave during the life of her husband And that
all the Issue of such freeborn women so married shall be slaves as their
fathers were. And Be it further Enacted that all the Issues of English or other
freeborn women that have already married Negroes shall serve the Masters of
their Parents till they be Thirty years of age and no longer.
Thursday, 17 September 2015
Crash Course, SoapTone, and Notes.
Today - we are going to finish going over your notes. Then we will look at the primary sources from homework, and finally - John Green.
Wednesday, 16 September 2015
SOAPSTone - for Homework
Just in case you forgot:
SOAP the Document: Making Primary Source Documents
Come Clean!
Source
Who wrote the document?
What is the author’s background/point of view?
Whose point of view, given the topic, is
missing?
Do you consider the source a reliable one on this topic? Why/why not?
Occasion
When was the document written?
What does the date of the document tell you about its content?
What other historical events were going on during this time?
Audience
To whom is the author writing?
What type of document is this (diary entry, personal letter, public speech,
etc.)?
Does the private/public nature of the document inform you about its content
(is the author sharing private thoughts, making a public pronouncement,
etc.)?
Purpose
Why was the document written? What is the purpose of the document?
What is the document saying?
Tone
What is the attitude of the speaker?
SOAP the Document: Making Primary Source Documents
Come Clean!
Source
Who wrote the document?
What is the author’s background/point of view?
Whose point of view, given the topic, is
missing?
Do you consider the source a reliable one on this topic? Why/why not?
Occasion
When was the document written?
What does the date of the document tell you about its content?
What other historical events were going on during this time?
Audience
To whom is the author writing?
What type of document is this (diary entry, personal letter, public speech,
etc.)?
Does the private/public nature of the document inform you about its content
(is the author sharing private thoughts, making a public pronouncement,
etc.)?
Purpose
Why was the document written? What is the purpose of the document?
What is the document saying?
Tone
What is the attitude of the speaker?
NOTES - Chapter 2
Today we are going to spend 15-20 minutes writing your notes on Chapter 2, and then each group will present and then share there notes.
First - your notes: make sure you can GSPRITE them.
If we finish we will go over crash course info - that you were suppose to watch last night (right Mocha)!
HW: SOAPSTone - one of the primary sources that I will hand out this period.
First - your notes: make sure you can GSPRITE them.
If we finish we will go over crash course info - that you were suppose to watch last night (right Mocha)!
HW: SOAPSTone - one of the primary sources that I will hand out this period.
Tuesday, 15 September 2015
Unit Themes
Unit Goal: Students will be able to answer three of the following themes by backing up their answer with specific examples and explanations of their examples.
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?
Scale
4 - The student can answer four or more of the themes with specific examples and explanation of how these examples answer the question.
3 - The student can answer three of the themes with specific examples and explanation of how these examples answer the question.
2 - With some help form the teacher the student can answer three of the themes with specific examples and explanation of how these examples answer the question.
1 - Even with help from the teacher the student is unable to answer at least three themes with specific examples and explanations of the example.
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?
Scale
4 - The student can answer four or more of the themes with specific examples and explanation of how these examples answer the question.
3 - The student can answer three of the themes with specific examples and explanation of how these examples answer the question.
2 - With some help form the teacher the student can answer three of the themes with specific examples and explanation of how these examples answer the question.
1 - Even with help from the teacher the student is unable to answer at least three themes with specific examples and explanations of the example.
Monday, 14 September 2015
Unit I Test
Example:
Work, Exchange, Technology
HOW DID THE COLUMBIAN EXCHANGE - the mutual transfer of material goods, commodities, animals, and diseases - affect interaction between Europeans and natives and among indigenous peoples in North America?
When the Columbian Exchange started, Europeans brought back to the Old World maize and potatoes. This greatly increased their food source, and eventually helped increase their populations; in return, the Europeans (particularly the Spanish) brought livestock such as pigs and horses. The horse changed the Plains Indians lifestyle as quickly adapted to the horse and used it to hunt Buffalo. Further, the Europeans brought with them diseases such as smallpox that helped disable Native populations - with up to 90% dying from contact with these diseases - and made them more vulnerable to European conquest.
GRADING:
If you lacked specifics for a question (like the idea that the potato helped increase the European population or that disease helped aid European conquest) you received 15/20. If you had some specific or were close on the specifics you received 17 or 18. If your answer was vague you received 12/20.
Work, Exchange, Technology
HOW DID THE COLUMBIAN EXCHANGE - the mutual transfer of material goods, commodities, animals, and diseases - affect interaction between Europeans and natives and among indigenous peoples in North America?
When the Columbian Exchange started, Europeans brought back to the Old World maize and potatoes. This greatly increased their food source, and eventually helped increase their populations; in return, the Europeans (particularly the Spanish) brought livestock such as pigs and horses. The horse changed the Plains Indians lifestyle as quickly adapted to the horse and used it to hunt Buffalo. Further, the Europeans brought with them diseases such as smallpox that helped disable Native populations - with up to 90% dying from contact with these diseases - and made them more vulnerable to European conquest.
GRADING:
If you lacked specifics for a question (like the idea that the potato helped increase the European population or that disease helped aid European conquest) you received 15/20. If you had some specific or were close on the specifics you received 17 or 18. If your answer was vague you received 12/20.
Sunday, 13 September 2015
UNIT 2
Today, we are going to finish reading chapter 2. Remember you need to take notes as we read. Your notes should correspond with Unit Themes.
HW: Finish chapter 2 if we don't finish it in class. Notes will be due on Wednesday. Also, study questions from Crash Course are due today.
HW: Finish chapter 2 if we don't finish it in class. Notes will be due on Wednesday. Also, study questions from Crash Course are due today.
Wednesday, 9 September 2015
Crash Course #2
Today, we will discuss Crash Course #2 and read about Jamestown. As we read, take notes according to the Seven Unit Themes (we'll go over the themes). You will need to turn in an outline (notes) of the chapter after we finish reading.
Crash Course Video #2: When is Thanksgiving? Colonizing America
Crash Course Video #2: When is Thanksgiving? Colonizing America
Background: This video describes why and how the first
ENGLISH settlers came to America. It first discusses the economic motivations for those settlers who arrived in
Virginia in the very early 1600s; then it looks at the Pilgrims and Puritans who settled in Massachusetts beginning
around 1620 for both economic and religious reasons. It looks at the deathly struggles they faced in the
New World, their early successful relations with the Native Americans, their hopes for a new society and how they
adapted to their conditions.
1. Why did those who arrived in Virginia from England come
to America?
2. Those who established the colony of Jamestown, Virginia
hoped to find ________________, which did not
exist.
3. Explain, in general, what happened to the settlers of
Jamestown by 1610.
4. How did the headright system encourage more people to
leave England and come to America.
5. Explain how indentured servants were different from
slaves.
6. What “drug” saved the economy of Virginia?
7. Together, Virginia and Maryland were known as the
“Chesapeake colonies” (because they are both located
along Chesapeake Bay. Maryland was founded in what
year? It was a settlement for which
religious group?
8. Which religious group founded Massachusetts?
9. Most of those who settled in New England (which is where
Massachusetts is located) were Protestant
Christians. What did they believe about the Protestant
Church of England?
10. In 1620 the Pilgrims founded what colony?
11. What was the Mayflower Compact?
12. Who helped all the Pilgrims from dying, shortly after
their arrival in Plymouth?
13. Explain how the concept of “a city upon a hill” teaches
us about why the Puritans came to America.
14. Were the Puritans “big on equality”? Explain, giving
examples.
15. Explain why both Roger Williams and Anne Hutchinson were
banished from (kicked out of)
Massachusetts, and explain what these banishments tell us
about Puritan society.
16. Outline the three colonies presented in this video:
Virginia, Maryland, and Massachusetts.
Period 2
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?
Friday, 4 September 2015
Unit I Review
Today we are going to play Kahoot It! Homework for this weekend. Answer the Unit themes below as a way to review for next week's test. These will be some of the exact questions for the test.
Identity – How did the identities of colonizing and indigenous American societies change as a result of contact in the Americas?
Work, Exchange, and Technology – How did the Columbian Exchange – the mutual transfer of material goods, commodities, animals, and diseases – affect interaction between Europeans and natives and among indigenous peoples in North America?
Peopling – Where did different groups settle in the Americas (before contact) and how and why did they move to and within the Americas (after contact)?
Politics and Power – How did Spain’s early entry into colonization in the Caribbean, Mexico, and
South America shape European and American developments in this period?
America in the World – How did European attempts to dominate the Americas shape relations between Native Americans, Europeans, and Africans?
Environment and Geography – How did pre-contact populations of North America relate to their environments? How did contact with Europeans and Africans change these relations in North America?
Ideas, Beliefs, and Cultures – How did cultural contact challenge the religious and other values systems of peoples from the Americas, Africa, and Europe?
Thursday, 3 September 2015
Projects
Today we are going to here your projects, but first let's discuss two things:
1) Six degrees of separation
2) Essay Question
With the dawn of the 16th century, there came together in Europe both the motivation and the means to explore and colonize territory across the seas. Discuss this statement with references to two of the following:
A) religion
B) trade
C) technology
1) Six degrees of separation
2) Essay Question
With the dawn of the 16th century, there came together in Europe both the motivation and the means to explore and colonize territory across the seas. Discuss this statement with references to two of the following:
A) religion
B) trade
C) technology
Tuesday, 1 September 2015
Tuesday
Today - we are going to put up your homework from last night.
Go over short answer questions.
And read a few pages of chapter 2.
HOMEWORK: Six Degrees of Separation - 1491 to 1607.
Go over short answer questions.
And read a few pages of chapter 2.
HOMEWORK: Six Degrees of Separation - 1491 to 1607.
Short Answer Question
A)
Briefly explain, with references to TWO of the
factors listed below, how there came together in Europe in the early 16th
century both the motivation and the means to explore and colonize land across
the seas.
·
Religion
·
Trade
·
Technology
B)
Briefly explain how ONE of the three factors
listed above became either more or less important in colonization by the end of
the 16th century
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