Today we are going to discuss Don't Know Much About History (and six degrees of separation) and then finish chapter 3. If we have enough time we will watch the following:
Connect the Crash Course episode with the 7 Unit Themes:
UNIT GOAL: Students will be able to answer two of 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?
Scale/Rubric
relating to learning goal:
4
– The student can answer 3 or more of the the essential questions using
specific evidence and examples from the historical period.
3
– The student can answer at least 2 of the essential questions using
specific evidence and examples from the historical period.
2
- With some help from the teacher the student is able to answer at
least two of essential questions using specific evidence and examples
from the time period.
1 – Even with help from the teacher the student is unable to answer at least 2 of the essential questions using specific evidence and examples from the historical period.
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:
UNIT GOAL: Students will be able to answer two of 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?
Scale/Rubric
relating to learning goal:
4
– The student can answer 3 or more of the the essential questions using
specific evidence and examples from the historical period.
3
– The student can answer at least 2 of the essential questions using
specific evidence and examples from the historical period.
2
- With some help from the teacher the student is able to answer at
least two of essential questions using specific evidence and examples
from the time period.
1 – Even with help from the teacher the student is unable to answer at least 2 of the essential questions using specific evidence and examples from the historical period.
Students will watch the video “The New World: Nightmare in
Jamestown” and on their blogs relate the information on the video to one of the
7 Themes (essential questions) of the time period: 1607-1754
AP Students for Homework need to read A Patriot’s History of The United States pages 16-37 and outline
the similarities/differences between the three different areas of settlement:
The South, The Middle Colonies, and New England.
Today - we will review your primary source on "Indians Should Be Conquered and Exterminated" and connect it with a theme. We will also watch a short video from National Geographic and Crash Course.
HOMEWORK - AP Students listen to the lecture that is posted on Edmodo, outline it and be prepared to present it to class tomorrow.
Friday 12 September 2014
UNIT GOAL: Students will be able to answer two of 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?
Scale/Rubric
relating to learning goal:
4 – The student can answer 3 or more of the the essential questions using specific evidence and examples from the historical period.
3 – The student can answer at least 2 of the essential questions using specific evidence and examples from the historical period.
2 - With some help from the teacher the student is able to answer at least two of essential questions using specific evidence and examples from the time period.
1 – Even with help from the teacher the student is unable to answer at least 2 of the essential questions using specific evidence and examples from the historical period.
Today we will go over chapter 2 and look at two difference perspectives involving Jamestown and the Powhatan Indians.
Objective: Students will be able to discuss the importance of Jamestown and form an opinion concerning the different perspectives on peace between Jamestown and the Natives by looking at primary sources and using SOAPsTone on them.
UNIT2: 1607-1754 – readings The American Pageant chapters 2-4.A
People’s History of the United States chapter 2. Don't Know Much About History pages 23-60. A Patriot's History of the United States pages 16-54. United States History: Preparing for the Advanced Placement Examination 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.
Also from Opposing Viewpoints "Indians and Colonists Should Live in Peace" (1609) by Powhatan, and "Indians Should Be Conquered and Exterminated" (1622) by The Virginia Company of London
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?
Students need to watch Crash Course videos 2-4
For a video "How Did Slavery Begin in North America" - go HERE To visit the National Geographic's JAMESTOWN click HERE To visit the VIRTUAL JAMESTOWN site go HERE To visit some primary sources on Jamestown go HERE
Read Chapter 2 of The American Pageant
Questions to think about as you read:
1) What was the impact of England's defeat of Spanish Armada?
2) What was the status of England as it began colonization?
3) How was the first permanent English settlement financed?
4) How were Virginia, Maryland, the Carolinas, and Georgia similar? Different?
5) Why was it important that all English settlers in the New World retained the rights of Englishmen?
6) How would one characterize the early years at Jamestown?
7) How did Captain John Smith "save" Jamestown?
8) What were the factors leading to the downfall of the Powhatans?
9) What was the impact of the tobacco industry on Jamestown?
10) What was the House of Burgesses an important precedent in the American colonies?
11) Why was Maryland established? Who founded it?
12) What was the Barbados slave code?
13) Why was Georgia founded? By whom?
14) What were the similarities/differences in the southern plantations colonies by 1750?
Today - we will view your projects on Native American Cultures and read part of chapter 2 (the part that deals with our time period 1491-1607).
If you missed yesterday, you need to finish reading Don't Know Much About History up to page 23.
Finally, you have a test on Monday. If we have time, today and tomorrow you need to answer (in a group of 3), the following objectives (POST YOUR ANSWERS):
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?
At the end of this Unit, students will be able to answer the following (AP Students all, regular students two):
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?
