Aim: In what
ways did European migrants transfer familiar patterns and institutions to their
colonies in the Americas, and in what ways did they create new American worlds?
How did Native Aericans adapt to the growing presence of Europeans among them?
Bell Ringers: Current Events (10 min)
Objectives:
WOR-1.0: Explain how cultural interaction, cooperation, competition, and
conflict between empires, nations, and peoples have influenced political,
economic, and social developments in North America.
GEO-1.0: Explain how geographic and
environmental factors shaped the development of various communities, and
analyze how competition for and debates over natural resources have affected
both interactions among different groups and the development of government
policies
Agenda:
1. Chapter 2 Vocabulary Quiz (20 min) 2. Review "III. Concept Outline" - review the objectives of PERIOD 1 3. Review "PERIOD 2: 1607-1754" - review the objectives of PERIOD 2 4. Review "AP UNITED STATES HISTORY" packet (rest of class) Home Learning: 1. Begin reading PERIOD 2, Chapter 3, pages 80-90 2. Journal 14 - How did the Glorious Revolution affect relations between England and its colonies? 3.Journal 15 - What did Native Americans have to gain by participating in imperial wars?
Aim: In what ways did European migrants transfer familiar patterns and institutions to their colonies in the Americas, and in what ways did they create new American worlds? How did Native Aericans adapt to the growing presence of Europeans among them?
Bell Ringers: J12 / A: New England was different because it was established as a new and permanent community rather than as a moneymaking venture. New England colonists came in family groups with balanced sex ratios and an organized approach to community formation. In addition, religion played a pivotal role in New England. (5 min)
Objectives:
Agenda:
Chapter 1 IDs critique
Bacon's Rebellion (POL)
1. Journal 13 - In what ways was Bacon's Rebellion symptomatic of social tensions in the colony of Virginia? (10 min)
2. Grade and review Chapter 2 IDs (10 min)
Terms to know: encomiendas, Columbian Exchange, mercantilism, House of Burgesses, royal colony, indentured servitude, neo-Europes, Philip II, Francis Drake, Lord Baltimore, John Winthrop, Pilgrims, Puritans, joint-stock corporation, toleration, town meeting, Roger Williams, Anne Hutchinson. Home Learning: 1. Study for tomorrow's Chapter 2 Vocabulary Quiz Journal Responses: J13 / A: Bacon's Rebellion demonstrated the tensions created on account of a surplus of landless laborers and indentured servants and a pervasive land shortage, which greatly affected the lower classes.
Aim: In what ways did European migrants transfer familiar patterns and institutions to their colonies in the Americas, and in what ways did they create new American worlds? How did Native Aericans adapt to the growing presence of Europeans among them? Bell Ringers: Yesterday's CW presentations (10 min)
1. Locate New France on a map (St. Lawrence River, Quebec, Mississippi River, Louisiana, New Orleans).
*Jacques Cartier (MIG, POL)
*Samuel de Champlain (MIG, POL)
*Fur Trade (beavers) (WXT)
2. Locate New Netherland on a map (New Amsterdam, Hudson River, Albany)
*Henry Hudson (MIG, POL)
*For Orange (Albany) (MIG)
*West India Company (WXT)
*New Amsterdam (MIG)
3. Journal 11 - Why did New France and New Netherland struggle to attract colonists?
As a response, create a chart comparing factors such as settlement motives, economic development, population, and relations with American Indian groups. Be ready to create an analytical claim based on a comparison of the colonies that you examined. Use the video below.
4. The Rise of the Iroquois (POL)
Exam Alert: Students should learn to see European-American Indian relations in the colonial period as part of a two-way process with both Europeans and American groups developing strategies for dealing with one another. The 2008 AP U.S. History exam asked students to analyze actions by both American Indians and Europeans in two of the following regions during the 1600s: New England, Chesapeake, Spanish Southwest, and New York and New France.
5. New England (MIG, POL)
*both men and women arrived
*independent farm families due to land distribution
*Today: Connecticut, Vermont, Massachusetts, Maine, Rhode Island
6. The Pilgrims (MIG)
*Pilgrims AKA Separatists who left the Church of England
*The Mayflower and the Mayflower Compact
*Strong work ethic, pious, established a representative self-government, rights, property ownership, and religious "freedom"
*Puritans - Protestants who did not separate from the Church of England but hoped to purify it of its ceremony and hierarchy.
7. John Winthrop and Massachusetts Bay (MIG, POL, WXT)
*They were Puritans,
*joint-stock corporation
8. Roger Williams and Rhode Island (MIG, POL, NAT)
*advocated toleration
*praised the idea of separation of church and state
9. Anne Hutchinson (POL, NAT)
10. Puritanism & Witchcraft (CUL)
Exam Alert: The 2010 AP U.S. History DBQ asked students to consider how Puritan ideas and values influenced the political economic, and social development of the New England colonies.
Terms to know: encomiendas, Columbian Exchange, mercantilism, House of Burgesses, royal colony, indentured servitude, neo-Europes, Philip II, Francis Drake, Lord Baltimore, John Winthrop, Pilgrims, Puritans, joint-stock corporation, toleration, town meeting, Roger Williams, Anne Hutchinson, Home Learning: 1. Journal 12 - What made New England different from New France and New Netherland? 2. Read pages 66-71 3. Complete Chapter 2 IDs, due tomorrow. Enrichment: A rich source for studying the Salem witchcraft trials from various angles is the "Salem Witch Trials: Documentary Archive and Transcription Project" which includes historical maps, court records, and numerous other sources. http://salem.lib.virginia.edu/home.html Journal Responses: J11 / A: State policies discouraged migration to the remote and rugged territory of New France. Louis XIV barred huguenots because he feared that they would gain control of the colony. Migrants were also discouraged by the remote and rugged terrain and because of the oppressive feudal system in the colony. New Netherland likewise struggled to attract colonists, primarily because the country was too small to support much emigration and because Dutch migrants preferred to take their chances in Southeast Asia.
Aim: In what ways did European migrants transfer familiar patterns and institutions to their colonies in the Americas, and in what ways did they create new American worlds? How did Native Aericans adapt to the growing presence of Europeans among them? Bell Ringers: Current Events (10 min)
Objectives:
Agenda:
1. Analyze figure 2.1 (2 min)
2. Thinking Like a Historian 2 (Qs 1, 2, and 3) (10 min)
3. The Indian War of 1622 (royal colony) (POL), Maryland (WXT) (15 min)
4. Analyze Map 2.4
Plantation Life (WXT)
5. J9 / A: The similarities between the experiences of servants and slaves in the Chesapeake and the Caribbean include the importance of cash crops, the emergence of plantations, and the dire economic and living conditions. For servants, their contracts were not lifelong, although many died during their service. The differences of slave experiences between the Chesapeake and the Caribbean in the sixteenth century and noteworthy. Slaves in the Caribbean outnumbered the white population, which made the institution more brutal, whereas the institution was more porous in the Chesapeake. Often, slaves were able to purchase their freedom.
How did the environment contribute to the development of regional group identities? (10 min)
CLASSWORK:
6. Divide into groups and prepare a 5 minutes presentation about the link of your choice in the menu of links in this excellent website with material on slave life and conditions in the Caribbean:
Terms to know: encomiendas, Columbian Exchange, mercantilism, House of Burgesses, royal colony, indentured servitude, Philip II, Francis Drake, Lord Baltimore, John Winthrop,
Home Learning:
1. Read pages 56-66
2. Journal 10 - How did new Englanders' religious ideas influence their relations with neighboring Native American peoples? 3. Journals 1-10 due tomorrow.
Aim: How did the political, economic, and religious systems of Native Americans, Europeans, and Africans compare, and how did things change as a result of contacts among them? Bell Ringers: Current Events (10 mi)
Objectives:
Agenda:
1. Chapter 1 Vocabulary Quiz (15 min)
2. Review Chapter 1 IDs / collect. (15 min)
AMERICAN EXPERIMENT 1521-1700 / PERIOD 1 / CHAPTER 2
3. J8 / A: Spain's economy deteriorated because King Philip used the resources gathered in the Americas to fight religious wars against Protestants in Europe, eventually draining the Spanish economy. England's economy, on the other hand, grew on account of a population increase and the burgeoning system of mercantilism. (10 min)
Terms to know: chattel slavery, encomiendas, Columbian Exchange, mercantilism,
Home Learning:
1. Read pages 46-56
2. Thinking Like a Historian 2 / Qs 1, 2, and 3.
3. Journal 9 - How were the experiences of indentured servants and slaves in the Chesapeake and the Caribbean similar? In what ways were they different?
Aim: How did the political, economic, and religious systems of Native Americans, Europeans, and Africans compare, and how did things change as a result of contacts among them? Bell Ringers: Review Thinking Like a Historian 1 in Think-Pair-Share fashion. (10 min)
Objectives:
Agenda:
1. Review Journals 5 and 6. (5 min)
2. J7 / A: Most importantly, the desire for an ocean route to Asia created relations between Europe and the coastal civilizations of West Africa. As Europeans sought a route to Asia, they discovered coastal towns and islands along the African coast where they established laboratories to investigate the potential of African soils. Rather than piercing the continent's interior, Europeans traded with the peoples along the coast. (5 min)
Aim: How did the political, economic, and religious systems of Native Americans, Europeans, and Africans compare, and how did things change as a result of contacts among them? Bell Ringer: Complete yesterday's intro to PERIOD 1. (10 min)
Objectives:
Agenda:
1. Review Journal 3 - How did Native Americans' conceptions of the spiritual world influence their daily lives?
J3 / A: On a political level, native leaders claimed spiritual lineage and priests occupied an influential position in society. Throughout the strata of society, Native Americans believed that the spiritual world was intimately related to the physical one - storms, harvests, illnesses, and victory in battle were believed to be caused by the spiritual realm. To appease the spirits, Native Americans celebrated festivals, practiced sacred rituals, and, in the case of the Aztecs, offered human sacrifices. (5 min) 2. Exploring the Early Americas: This link contains a wealth of materials on both pre- and post contact cultures, including a useful section on "Urban Landscapes." Divide into three groups and provide a two minute presentation on your designated section, using primary sources.(10 min)
Cahokia
3. The "Cahokia Mounds" historical site contains a brief interactive timeline at https://cahokiamounds.org/timeline/ Identify the key turning points in Cahokia's development. (5 min)
WESTERN EUROPE: THE EDGE OF THE OLD WORLD (CUL)
4. Hierarchy and Authority, Peasant Society (CUL)
5. Review Journal 4 - In what ways were the lives of Europeans similar to and different from those of Native Americans?
*similarities: reliance on agriculture, importance of religion, conflict over land, power.
*differences: monotheism, patriarchy, unified system of governance.
6. Expanding Trade Networks (WXT), The Crusades & The Reformation (POL) - Review the key differences between Protestantism and Catholicism. Discuss how these differences might influence the way in which European nations approached the settlement of their North American colonies, particularly in their relationships with native peoples. (Comparison)
WEST AND CENTRAL AFRICA: ORIGINS OF THE ATLANTIC SLAVE TRADE (POL)
7. Empires, Kingdoms, and Ministates (POL, WXT, CUL), Trans-Saharan and Coastal Trade (POL, WXT, CUL).
8. Journal 5 - How do the states of the savanna compare to those of the Americas and Europe? (10 min) 9. Journal 6 - Why were West-African leaders eager to engage in trade with Europeans?
3. Journal 7 - How did European's desire for an ocean route to Asia shape its contacts with Africa?
Due tomorrow: Thinking Like a Historian 1, and Chapter 1 IDs.
Journal responses:
J5 / A: They all contained highly complex societies that were rife with political conflict, and rich natural resources, the domestication of livestock, extensive commerce, and military might characterized the more advanced societies in these three regions.
J6 / A: West African leaders welcomed trade with Europeans because it granted them increased access to foreign goods as well as access to new markets for their own goods. Initially, the commerce had a positive impact on Africa, providing new plants and animals and trade networks.
Bell Ringer: Review "AP History Disciplinary Practices" and "II. Thematic Learning Objectives" (15 min)
TRANSFORMATION OF NORTH AMERICA 1450-1700: PART 1
Introduction: Analyze "Thematic Understanding" on page 5. In pairs or groups, select a column from the table. Analyze and present to the class major changes that happened in the the world according to your designated column between 1450 and 1700. (10 min)
Questions to Consider:
1. How did the Protestant Reformation and the response of the Catholic Church influence the colonization of the Americas in these years?
2. In the realm of "Work, Exchange, and Technology," how did colonial economies evolve, and what roles did Native American and African labor play in them?
Aim: How did the political, economic, and religious systems of Native Americans, Europeans, and Africans compare, and how did things change as a result of contacts among them? Objectives:
Agenda:
THE NATIVE AMERICAN EXPERIENCE (various)
1. Journal 1 - What factors allowed for the development of empires in central Mexico and the Andes? (10 min)
2. Journal 2 - How did the landscape, climate, and resources influence the development of Native American societies? (10 min)
3. Discussion: How did lack of contact with the Eurasian landmass affect the Western Hemisphere? Analyze maps 1.1 and 1.2. (WOR)
4. The Aztecs used religiously motivated human sacrifice to carry out political ends; to impress enemies, allies, and subjects with the immense power of their gods. (CUL)
Cahokia
5. America Compared "Altered Landscapes": discuss and answer questions. (GEO)
1. Morton appreciates how burning makes the land more passable, but is concerned with the danger uncontrolled fires present to colonial settlements.
2. Benefits: The ease with which you can clear an area and then keep that area clear so that agriculture can be practiced and animals more readily hunted.
HISTORICAL THINKING SKILLS
6. COMPARISON: Compare the relationship of the Mississippian and ancestral Pueblo peoples to their physical environment through either a class discussion or a short writing assignment.
7. PATTERNS OF CONTINUITY AND CHANGE OVER TIME: Note the major characteristics of trade networks in the Americas prior to European arrival. How did these networks operate? What impact did they have on native societies? Who benefited from them? Compare these trade networks to large scale trade networks between Europeans and American Indians, such as the the fur trade discussed in Chapter 2. What changed between the two trading systems? What remained the same?
10. Stress the importance of understanding how Indian and European world views differed on key points such as religion, trade relations, gender roles, and warfare. (CUL or WOR)
2. Journal 3 - How did Native Americans' conceptions of the spiritual world influence their daily lives?
3. Read pages 18-25
4. Journal 4 - In what ways were the lives of Europeans similar to and different from those of Native Americans? Enrichment: 1. Summary of Cahokia, including its decline and overall relevance to later developments, is Nathan Seppa,"Ancient Cahokia: Metropolitan Life on the Mississippi"
Journal responses:
J1 / A: Agricultural surplus contributed to population growth and allowed dense populations to live together, which led to the development of populous, urbanized, and wealthy societies in Mexico and Peru. (identify causes) J2 / A: Landscape, climate, and resources deeply influenced the development of Native American societies. Regions with bountiful landscapes were more prone to host highly developed, complex, and stratified societies, such as the Aztec and Mayan and Mississippi Valley civilizations. In areas with harsher, less forgiving climates, native peoples were less likely to develop complex urban societies. (explain consequences)
