UNIT 2: 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
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