Chapter 3 - New England and the Middle Colonies

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 17^th and 18^th 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.