Lesson on Friday, September 28, 2018

Thursday, September 27 was an early release day. 



Aim: Consider whether the collapse of British authority in the thirteen rebellious colonies might have been avoided through compromise measures and more astute leadership. Was colonial independence inevitable, and was war the only way to achieve it? 

Bell Ringer: Pop Quiz 5.3 (10 min)

1. The Concord town meeting raised a defensive force, a militia that was to stand at a minutes warning in case of alarm. 

2. The colonies sent representatives to this organization again. This assembly was created to delegate their grievances when 3,000 British troops attacked American fortifications on Breed's Hill and Bunker Hill overlooking Boston. 

3. As Americans became increasingly divided in their opinions of King George III, this gentleman assaulted the traditional monarchical order in stirring language. "Monarchy and hereditary succession have laid the world in blood and ashes". What was the name of the patriot who wrote this? 

4. What famous pamphlet did the patriot named in #3 write? 

5. The principle that ultimate power lies in the hands of the electorate. 

6. Who is credited for writing the Declaration of Independence? 

Objectives:

Agenda:

VIOLENCE EAST AND WEST

1. Lord Dunmore's War (POL)

2. Armed Resistance in Massachusetts (POL)

*Minutemen

3. The Second Continental Congress Organizes for War (POL, NAT)

* https://www.youtube.com/watch?v=qdFxPKXb8u8 (4 min)

J33 / A: The outbreak of violence in Massachusetts made reconciliation with the crown more difficult and, eventually, impossible. Samuel Adams, John Adams, Patrick Henry, and other Patriots clamored for a continental army, the right to take up arms, and an organized rebellion against the British.

*Congress Versus King George

*Fighting in the South (patriots vs. loyalists?)

*Occupying Kentucky /Daniel Boone


4. Thomas Paine's Common Sense (NAT)


5. Independence Declared (NAT, POL, WOR)

*Declaration of Independence

*popular sovereignty



Terms to know: Sugar Act of 1764, vice admiralty courts, virtual representation, Stamp Act Congress, Sons of Liberty, English Common Law, "natural rights", Declaratory Act of 1766, Townshend Acts, nonimportation movement, Quartering Acts of 1765, Minutemen, Second Continental Congress, Declaration of Independence, popular sovereignty.


Home Learning: 

1. Complete Chapter 5 IDs, due next class
2. Chapter 5 Vocabulary Quiz: next class! 

Pop Quiz 5.2 answers

1. Minutemen

2. Second Continental Congress

3. Thomas Paine

4. Common Sense

5. popular sovereignty 

6. Thomas Jefferson

Lesson on Wednesday, September 26, 2018

Aim: Consider whether the collapse of British authority in the thirteen rebellious colonies might have been avoided through compromise measures and more astute leadership. Was colonial independence inevitable, and was war the only way to achieve it? 

Bell Ringer: Pop Quiz 5.2 (10 min)

1. Deadly riot that occurred on March 5, 1770 in Boston between British colonists and the British soldiers; quickly escalated to a chaotic, bloody slaughter. Paul Revere encouraged anti-British attitudes.

2. This standing committee allowed Patriots to communicate with leaders in other colonies when new threats to liberty occurred.

3. Twelve mainland colonies sent representative to this organization. This assembly was created in response to the Coercive Acts, by Patriot leaders who convened a new continent-wide body.

4. A political protest that occurred on December 16, 1773, at Griffin's Wharf in Boston Harbor, where American colonists, frustrated and angry at Britain for imposing  "taxation without representation", dumped 342 chests of British tea into the harbor.

5. Parliament passed four ____________ to force Massachusetts to pay for the tea and to submit to imperial authority. The bill closed Boston Harbor to shipping; the colony's charter was annulled, and prohibited most town meetings.

Objectives:

1. 

Agenda:

1. Causation T-Chart labeled "British Action / Colonial Reaction" 

https://www.thoughtco.com/timeline-events-leading-to-american-revolution-104296

Let's review this assignment, checking rough drafts. (10 min)

Also: use Table 5.3 as a guide. 

THE ROAD TO INDEPENDENCE 1771-1776

2. A Compromise Repudiated (GEO)

*committees of correspondence

*East India Company and the Tea Act (WXT)

*J32 / A: The more radicalized colonists accused the British ministry of bribing Americans with the cheaper East India Company's tea in an effort to induce them to abandon their principled opposition to the tea tax. Merchants joined the protest because the East India Company excluded American wholesalers, which secured a monopoly on tea for the company to the colonies. 

*Tea Party and the Coercive Acts (Intolerable Acts) (POL)

*The Intolerable Acts are an example that illustrate Britain's efforts to consolidate imperial control over North America. Consider how the Intolerable Acts unified the colonists and then consider just how unified the colonists were in 1774. 

3. The Continental Congress Responds (WOR)

*John Adams scene: https://youtu.be/GckRP2xRKNw

4. The Rising of the Countryside (NAT)

*The Continental Association

*Southern Planters Fear Dependency 

5. Loyalists and Neutrals (NAT)

*Examine the ideological perspective of Loyalists. What motivations kept them loyal to the British? 

6. Thinking Like a Historian 5 (review answers) (rest of class)

7. Grade journals 21-30 at this time. 

Terms to know: Sugar Act of 1764, vice admiralty courts, virtual representation, Stamp Act Congress, Sons of Liberty, English Common Law, "natural rights", Declaratory Act of 1766, Townshend Acts, nonimportation movement, Quartering Acts of 1765, Minutemen, Second Continental Congress, Declaration of Independence, popular sovereignty.

Home Learning: 

1. Read pages 174-179

2. Journal 33 - How did the violence around Boston in the spring of 1775 affect proceedings in the Second Continental Congress? 

3. Chapter 5 Vocabulary Quiz on Friday, September 28th.

4. Chapter 5 IDs due on Friday, September 28th.

Section Assignments: 

Lord Dunmore's War - Brandon
Armed Resistance in Massachusetts - Sasha
The Second Continental Congress, Congress Versus King George - Amor
The Second Continental Congress, Fighting in the South  - Jeniffer
Thomas Paine's Common Sense - Damariz
Independence Declared - Suggi

Pop Quiz 5.2 answers

1. Boston Massacre

2. committees of correspondence

3. Continental Congress

4. Boston Tea Party

5. Coercive Acts

Lesson on Tuesday, September 25, 2018

Aim: Consider whether the collapse of British authority in the thirteen rebellious colonies might have been avoided through compromise measures and more astute leadership. Was colonial independence inevitable, and was war the only way to achieve it? 

Bell Ringer: Pop Quiz 5.1 (15 min)

1. This act replaced the widely ignored Molasses Act of 1733
2. As Salutary Neglect ended, the British government set up these to try merchants that violated any of the Navigation Acts laws.
3. Under this act the new levy was to cover part of the cost of keeping
British troops in America and the act required a tax on all printed items, from college diplomas, court documents, land titles, and contracts to newspapers, almanacs, and even playing cards.
4. This act required colonial governments to provide barracks and food for British troops.
5. This organization protested the loss of American "rights and liberties," especially the right to trial by jury.
6. This organization resisted the stamp act and organized protests by lawyers, merchants, artisans, shopkeepers, laborers, and seamen.
7. This was an Enlightenment rationalism that provided Patriots with an important intellectual resource. Patriots drew on the writings of John Locke, who had argued that all individuals possessed certain ___________ - life, liberty, and property.
8. This act imposed duties on colonial imports of paper, paint, glass, and tea that were expected to raise about 40,000 pounds a year.

Objectives: 

1. WXT 2.0

Agenda:

THE DYNAMICS OF REBELLION 1765-1770

1. Formal Protests and the Politics of the Crowd (POL)

*The Stamp Act Congress

J30 / A: The Stamp Act affected a greater number of colonists than the Sugar Act, and following on the heels of the Sugar Act, it led more colonists to question their relationship with Parliament. If the decisions made by Parliament affected a great many colonists through both taxes and laws, they demanded representation in their governing body. 

*Crowd Actions (Sons of Liberty)

tip: Explain what "burning an effigy" means. Why was this significant? 

*The Motives of the Crowd 

2. Ideological Roots of Resistance - English Common Law? (POL)

tip: The creation and distribution of pamphlets were a significant part of American ideological and political action during the Revolution. 

3. Another Kind of Freedom (NAT)

4. Parliament and Patriots Square Off Again (POL)

*Declaratory Act of 1766, Townshend Act

tip: The Declaratory Act lacked any force of law and was ineffective in controlling the behavior of American colonists. It thus revealed the weakness of British colonial policy. 

Causation: Use the passage about Townshend to demonstrate the skill of historical causation. Point out that because Townshend was unsympathetic to America, he imposed more stringent laws to regulate trade with the colonies, thereby setting off increased conflict between Britain and its colonies. 

What did Townshend not understand about the cultural context of taxation in America? 

* A Second Boycott and the Daughters of Liberty (WXT, CUL, NAT)

non importation movement

* Troops to Boston / analyze Map 5.3

5. Exam Alert: The 1999 AP U.S. History exam DBQ asked the extent to which colonists had developed a sense of American identity and unity by the start of the Revolution. You may want to assign this DBQ to help students hone their understanding of the theme of "Identity" as it relates to this period.  

6. The Problem of the West (GEO)

*Why did the colonists resent the Proclamation of 1763?

7. Parliament Wavers (POL)

*Boston Massacre - Patriot Propaganda (POL)

*Sovereignty Debated

J31 / A: Benjamin Franklin declared that before 1763, Americans had paid little attention to the question of Parliament's "right to lay taxes and duties" in the colonies because the "right to lay internal taxes was never supposed to be in Parliament, as we are not represented there." By 1770, Franklin recognized that representation was central to the imperial debate because of the succession of internal taxes levied by Parliament. 

8. Causation T-Chart labeled "British Action / Colonial Reaction" 
https://www.thoughtco.com/timeline-events-leading-to-american-revolution-104296

Terms to know: Sugar Act of 1764, vice admiralty courts, virtual representation, Stamp Act Congress, Sons of Liberty, English Common Law, "natural rights", Declaratory Act of 1766, Townshend Acts, nonimportation movement, Quartering Acts of 1765, 

Home Learning: 

1. Read pages 168-174

2. Journal 32 - Why did colonists react so strongly against the Tea Act, which imposed a small tax and actually lowered the price of tea? 

3. Thinking Like a Historian 5 (1-4)

Section Assignments: 

A Compromise Repudiated - Brandon
East India Company and the Tea Act - Sasha
Tea Party and the Coercive Acts - Amor
The Continental Congress Responds - Jeniffer
The Rising of the Countryside & The Continental Association - Damariz
Southern Planters Fear Dependency - Suggi
Loyalists and Neutrals - 

Pop Quiz 5.1 answers

1. Sugar Act of 1764

2. vice-admiralty court

3. Stamp Act

4. Quartering Act

5. Stamp Act Congress

6. Sons of Liberty

7. Natural Rights

8. Townshend Acts 

Lesson on Monday, September 24, 2018

REVOLUTION AND REPUBLICAN CULTURE 1763-1820: PART 3

Introduction: Analyze "Thematic Understanding" on page 149. 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 1763 and 1800. (10 min) 

Questions to Consider:

1. Consider the items listed under the theme "Ideas, Beliefs, and Culture." How did the American Revolution challenge existing social arrangements?

2. Consider the role of religion in American life, the status of women, and the institution of slavery. What tensions developed as a result of those challenges? 

(10 min)

--------------------------------------------------------------------------------------------------------------

CHAPTER 5: THE PROBLEM OF EMPIRE 1763-1776

Aim: Consider whether the collapse of British authority in the thirteen rebellious colonies might have been avoided through compromise measures and more astute leadership. Was colonial independence inevitable, and was war the only way to achieve it? 

Bell Ringer: Introduction to Period 3 activity (10 min)

Objectives: 

1. WXT 2.0

Agenda:

AN EMPIRE TRANSFORMED

1. The Costs of Empire (WXT)

2. J25 / A: The Great War for Empire fundamentally changed the relationship between Britain and its American colonies because the war exposed the weak authority of British royal governors and officials. To assert their authority, the British began a strict enforcement of the Navigation Acts and a succession of taxes to help pay for the war. The Great War thus left colonists in debt with a more intrusive government. 

AMERICA COMPARED

3. 

French and Indian War | 3 Minute History

https://www.youtube.com/watch?v=VV9zMtjPul0

4. George Grenville and the Reform Impulse (WXT)

*The End of Salutary Neglect (WOR)

*Figure 5.1

*Map 5.1 and 5.2

5. An Open Challenge: The Stamp Act (WOR, WXT)

*virtual representation & The Stamp Act

6.

7. J26 / A: British officials insisted on the supremacy of parliamentary laws and denied that colonists were entitled to even the traditional legal rights of Englishmen, claiming that the right of no taxation without representation was confined to inhabitants of Great Britain only. Americans, as colonists, were seen as second-class subjects of the king. 

*Quartering Acts (POL, WXT, WOR)

8. Women and enslaved Americans challenged white, property-holding men to acknowledge their rights under the nascent democracy. In this climate, movements for religious freedom, gender equality, and emancipation emerged.

CLASSWORK:

Causation: Create a T-Chart, label it "British Action / Colonial Reaction" comparing rationale behind the various acts of Parliament and the American response to them. Using this diagram, identify and compare basic causes and effects and distinguish between short-and long-term causes and effects.

note: You will not finish this assignment today. 

Terms to know: Sugar Act of 1764, vice admiralty courts, virtual representation, Quartering Acts of 1765, 


Home Learning:

1. Read pages 157-167

2. Journal 30 - Why did the Stamp Act arouse to much more resistance than the Sugar Act?

3. Journal 31 - What was Benjamin Franklin's position on colonial representation in 1765, and why had his views changed by 1770?

4. Study this chapter by viewing the video: Philosophy of American Revolution. ucopenaccess.org/mod/resource/view.php?inpopup=true&id=24255

Section Assignments
Farmers Protest and the Politics of the Crowd - Suggi
The Ideological Roots of Resistance - Damaris
Another Kind of Freedom - Jeniffer
Parliament and Patriots Square Off Again - Amor
The Problem of the West - Sasha
Parliament Wavers - Brandon

Lesson on Friday, September 21, 2018

Complete and review PERIOD 2 EXAM!



Home Learning:

Begin Period 3

1. Read pages 148-157

2. Journal 28 - What was the impact of the Great War for Empire on British policymakers and the colonies?

3. Journal 29 - Why did most British and colonial leaders reject the idea that the colonies should be represented in Parliament?

Section Assignments
The Cost of Empire - Suggi
America Compared - Damaris
Map 5.1 and 5.2 - Jeniffer
The Sugar Act - Amor
End of Salutary Neglect - Sasha
An Open Challenge: The Stamp Act - Brandon

Lesson on Thursday, September 20, 2018

PERIOD 2 EXAM

Lesson on Tuesday, September 18, 2018

DBQ #1

Lesson on Monday, September 17, 2018

Aim: In what ways were Britain's American colonies affected by events across the Atlantic, and how were their societies taking on a life of their own?

Bell Ringer: Chapter 4 Vocabulary Quiz


Objectives:



Agenda:

1. Pop Quiz 4.4 Article: America, the Atlantic, and Global Consumer Demand, 1500-1800 

A. Name this system, as mentioned in the article: whereby eastern American colonies furnished raw materials, western Africa provided the labor force to produce the raw materials, and the imperial center, often referred to as the Mother Country, shipped manufactured goods to both.

B. By the late seventeenth century, the ___________ and the ___________ dominated the carrying trade over the Atlantic

C. According to the author, the Atlantic world economic concept of the 17th century, led to the _________________. 

2. Grade Ch. 4 Review Questions 2-4 (will be counted as Pop Quiz 4.5)

3. Collect all pop quizzes. 

4. DBQ #1




Home Learning: 

1. Chapter 4 IDs will be collected tomorrow! 

Lesson on Friday, September 14, 2018

Aim: In what ways were Britain's American colonies affected by events across the Atlantic, and how were their societies taking on a life of their own?

Bell ringer: History of US V3.1 "Free Press" (10 min)



Standards/Objectives:




Agenda: 

THE MIDCENTURY CHALLENGE: WAR, TRADE, AND SOCIAL CONFLICT, 1750-1763

*The French & Indian War (WOR, POL)

1. Fred Anderson - "The Real First World War and the Making of America" 
http://www.americanheritage.com/content/real-first-world-war-and-making-america (10 min)

2. Consider the perspectives of the Iroquois, French, and English toward the situation in the Ohio Valley. Why did each side act as it did? What miscalculations, if any, did each make? 

3. Examine Map 4.4. Consider the relative positions of Britain and France in 1754. What geographical advantages and disadvantages did each side have? What other information in addition to that presented in the map would students need to assess which nation had an advantage in this imperial competition? Also analyze Map 4.5

4. Benjamin Franklin's "Join or Die" illustration, meant to gain support for the Albany Plan of Union, is widely considered the first political cartoon in American history.
loc.gov/pictures/resource/cph.3g05315/


*The Great War for Empire (POL)

5. Journal 27 - How did the Seven Year's War reshape Britain's empire in North America and affect native peoples? 

6. Exam Alert: The Seven Years' War and its impact on the relationship between England and its colonies have been the subject of several AP essay items. The 2004 DBQ asked students: "In what ways did the French and Indian War alter the political, economic, and ideological relations between Britain and its American colonies?" 


*British Industrial Growth and the Consumer Revolution (WXT)

7.  To what extent was 1763 a turning point in the history of British North America? 

8. How did the prosperity of the British Empire improve and endanger the lives and interests of colonists? 

*The Struggle for Land in the East (GEO, MIG)

9. Map 4.6

10. Exam Alert: The tension between coastal and backcountry regions of the country is an important topic for students to know. The 2007 AP U.S. History exam asked students to analyze and assess the significance of two of the following: The March of the Paxton Boys; The Regulator Movement; Shays's Rebellion; The Whiskey Rebellion. Consider the reasons for these tensions and the wide differences between the interests of coastal and backcountry residents. 

*Western Rebels and Regulators



Terms to know: tenant, competency, squatters, redemptioner system, Enlightenment, Pietism, natural rights, Deism, revival, consumer revolution, Regulators, Key People: Isaac Newton, John Locke, Benjamin Franklin, George Whitefield, William Pitt. 

Home Learning: 

1. Historian Carole Shammas has written on the consumer revolution and its impact on the British North American colonies. See her article "America, the Atlantic, and Global Consumer Demand, 1500-1800"

https://apcentral.collegeboard.org/series/america-on-the-world-stage/atlantic-and-global-consumer-demand-1500-1800

*Pop Quiz 4.4 will have three questions from the article above. 

2. Ch. 4 Review Questions 2-4 (will be counted as Pop Quiz 4.5)

3. Chapter 4 Vocabulary Quiz (Test) on Monday! 



Journal responses: 

J27 / A: The Treaty of Paris of 1763 granted Britain sovereignty over half the continent of North America; French territory was reduced to a handful of islands in the West Indies and two islands off the coast of Newfoundland. Britain's victory alarmed Indian peoples, who feared an influx of Anglo-American settlers. In 1763, the Ottawa chief Pontiac led a group of loosely confederated tribes in a major uprising known as "Pontiac's Rebellion" against the British, capturing over 2,000 settlers. However, the alliance gradually weakened, and they were forced to accept British rule. 

Lesson on Thursday, September 13, 2018

Aim: In what ways were Britain's American colonies affected by events across the Atlantic, and how were their societies taking on a life of their own?

Bell Ringer: Pop Quiz 4.3

A. Emphasized the power of human reason to understand and shape the world:

B. An evangelical Christian movement that stressed the individual's personal relationship with God: 

C. This derived from social compacts that people made to preserve life, liberty, and property: 

D. A way of thinking, not an established religion. "My own mind is my own church". These people believed in god but not that god had direct control over the affairs of humans. 


Standards/Objectives:






Agenda:

COMMERCE, CULTURE, AND IDENTIFY 

*Transportation and the Print Revolution (WXT)

1. Make sure you grasp the impact of the Enlightenment and Great Awakening on colonial identity and understand how both movements helped shape ideas about society and government. 

2. John Peter Zenger on History of US / V3.1
law2.umkc.edu/faculty/projects/ftrials/zenger/zenger.html
http://www.famous-trials.com/zenger



*The Enlightenment in America (CUL)

3. J25 / A: In the century between Newton's Principia Mathematica (1687) and the French Revolution in 1789, the philosophers of the European Enlightenment used empirical research and scientific reasoning to study all aspects of life, including social institutions and human behavior. John Locke advanced the theory that political authority was not divinely ordained but rather sprang from social compacts people made to preserve their natural rights to life, liberty, and property. These ideas began to affect colonists' beliefs about science, religion, and politics. 

4. The role of Enlightenment ideas and especially those of John Locke in shaping colonial and later American political ideas and institutions will appear in Chapter 5 in discussions of the Declaration of Independence. 


*American Pietism and the Great Awakening (CUL)

5. A short video clip that emphasizes Franklin's role in spreading Enlightenment ideals in British North America is available at: https://www.learner.org/resources/series197.html?pop=yes&pid=2160#

4. American Voices



*Religious Upheaval in North America (CUL, POL)

4. J26 / A: Facilitated by the print revolution, both movements motivated Americans to use experience and knowledge to formulate their beliefs. Some early Americans became deists like Benjamin Franklin. The legally established churches lost influence while secular institutions and "separatist" churches gained in power. Both movements prompted the separation of church and state. They differed in that the Enlightenment interrogated man's relationship to authority, while the Great Awakening questioned the importance of the church in man's relationship to God. 

5. Figure 4.3

6. Franklin's autobiography contains a famous account of his reactions to George Whitefield during Whitefield's 1739 tour of the colonies. Have students read the account and consider Franklin's relationship with Whitefield. How does Franklin's attitude shed light on the ideas of Pietism and Enlightenment rationalism? 

earlyamerica.com/lives/franklin/chapt10/



*Social and Religious Conflict in the South (CUL, POL)


Terms to know: tenant, competency, squatters, redemptioner system, Enlightenment, Pietism, natural rights, Deism, revival, 



Home Learning: 

1. History of US V3.1

2. Read pages 135-143

3. Chapter 4 Vocabulary Quiz on Monday! 


Answers for Pop Quiz 4.3:

A. The Enlightenment
B. The Great Awakening
C. Natural Rights
D. Deist/Deism

Journal Responses:

none

Lesson on Wednesday, September 12, 2018

Aim: In what ways were Britain's American colonies affected by events across the Atlantic, and how were their societies taking on a life of their own?

Bell Ringer: Pop Quiz 4.2

A. Name the three colonies that made up the "Middle Colonies"

B. By the 1720s, many new migrants were forced to become.... 

C. The Quaker vision of a "peaceable kingdom" attracted 100,000


Standards/Objectives:

WXT-2.0: Explain how patterns of exchange, markets, and private enterprise have developed, and analyze ways that governments have responded to economic issues.

CUL-4.0: Explain how different group identities, including racial, ethnic, class, and regional identities, have emerged and changed over time. 

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.

POL-1.0: Explain how and why political ideas, beliefs, institutions, party systems, and alignments have developed and changed.

Agenda:


DIVERSITY IN THE MIDDLE COLONIES (GEO)

1. It's important that you know how the economies and societies of the New England, Middle, Chesapeake, and Southern colonies were shaped by environment and geography. 

*Economic Growth, Opportunity, and Conflict (WXT)

*Cultural Diversity (CUL, MIG)

2. J23 / A: Religious tolerance and the Society of Fiends attracted both German and Scots-Irish migrants to Pennsylvania. They left Europe for a variety of reasons, including religious persecution, warfare and the draft, the lack of land and economic opportunity, and high taxes. In British North America, their goals were to replicate traditional European institutions, practice their faith, and prosper in land-rich America. 

*Religion and Politics (CUL, POL)

3. Understand the sources of conflict between European settlers and Indian groups in this period. Compare the values and institutions of both Europeans and American Indians and to note the many sources of conflict (such as views on property, gender roles, and religious beliefs).

4. Examine 4.2 - Discuss the reasons for the growth of European migration after 1720. What were the most significant factors causing this increase? (5 min)

5. Journal 24 - What issues divided the various ethnic and religious groups of the Middle colonies? What core values did they agree upon? 

6. Episode 1 of the PBS series “New York: A Documentary Film” https://www.youtube.com/watch?v=MyUV6A8fQ04

Terms to know: tenant, competency, squatters, redemptioner system, 



Home Learning: 

1. Read pages 126-135 (including American voices)

2. Journal 25 - What conditions and ideas lay behind the emergence of the Enlightenment in America? 

3. Journal 26 - In what ways was the spread of ideas during the Enlightenment and the Great Awakening similar, and how did it differ? 



Answers for Pop Quiz 4.2

A. New York, New Jersey, Pennsylvania
B. Squatters
C. German immigrants


Journal Responses

J24 / A: The divisive issues included language, cultural heritage, religious beliefs, political allegiances, and marriage choices. The core values of the settlers in the Middle colonies centered upon religious tolerance, economic opportunity, and "liberty of conscience."