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." 

Lesson on Tuesday, September 11, 2018

CHAPTER 4: GROWTH, DIVERSITY, AND CONFLICT 1720-1763

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 3 Review Questions, #5 / A: By 1681, the Restoration Colonies had been established. Settlement efforts in the colonies affected relations between France and Britain and her colonies. As relations deteriorated, the colonies appealed to Britain to aid them with settlement, which was becoming difficult because of Native American resistance.

Timeline: Key Turning Points / A: These developments reflect a shift after the Glorious Revolution in British priorities from political control to economic gain. In political matters (salutary neglect, rise of the assemblies), Parliament withdrew oversight and a great deal of control. In economic matters (Hat, Molasses, Iron, and Currency Acts), Parliament exercised greater oversight and control.

Objectives:

1.

Agenda:

1. Pop Quiz 4.1 (10 min)

A. What is the term used in this section to describe "renters" of land, or propertyless workers who farmed the land.

B. Throughout this section, tension was created because it seemed that most settlers or immigrants from the British isles sought to possess this, but it was increasingly difficult to attain. What was this?



NEW ENGLAND'S FREEHOLD SOCIETY (CUL, NAT)

2. Journal 21 - What ideas, institutions, and responsibilities shaped New England farm women's lives?

*Women in the Household Economy (CUL)
*Farm Property: Inheritance (CUL, WXT, GEO)
*Freehold Society in Crisis (CUL, GEO)

3. Journal 22 - What factors threatened the freeholder ideal in midcentury New England, and what strategies did farming families use to preserve this ideal?

4. Thinking Like a Historian 4 or catch up on reading.

Terms to know: tenant, competency, 



Home Learning:

1. Read pages 120-126

2. Journal 23 - What attracted German and Scots-Irish migrants to Pennsylvania in such large numbers?

3. Tomorrow you will be asked to present to the class a section of tonight's reading. Be ready to present your section. You will find out what section you are assigned on the day of. 



Answers for Pop Quiz 4.1

1. tenants
2. land, property


Journal responses:

J21 / A: The church and government reinforced patriarchal values wherein a man possessed authority over his wife and children. Women raised children, cared for the home, and practiced the domestic arts of weaving, spinning, and gardening. Wives were seen as helpmates rather than equals. Their lives were circumscribed to the home, whereas men could engage in the public world of politics, law, and the church.

J22 / A: The freeholder ideal was threatened by New England's rapid population growth. As family farms were divided and then subdivided for offspring, most parents ended up being able to only provide one child with an adequate inheritance. As a result, families had less control of their children's lives. Increasing numbers of young adults opted to engage in premarital sex and then use the urgency of pregnancy to win permission to marry. To preserve the freeholder ideal, parents started to use birth control to limit the size of their families. petitioned the provincial government for frontier land grants, and migrated to the frontier in search of land. Others improved their farms' productivity by planting high-yielding crops like potatoes and maize and by engaging in the household mode of production, whereby families swapped labor and goods.

Lesson on Friday, September 7, 2018

Aim: How did the South Atlantic System create an international Atlantic World, and how did this system impact development in the British colonies?

Bell Ringer: Current Events (10 min)

Objectives:

Agenda: 

NORTHERN MARITIME ECONOMY (WXT)

1. A loophole in the Navigation Acts allowed colonial ships to transport goods within the British Empire. This resulted in the construction of a large colonial merchant fleet, which strengthened the colonial economy and became a factor during the Revolutionary era. 

*Why  were parents during this period much more likely to share their job skills with their children than parents are today? 

NEW POLITICS OF EMPIRE 1713-1750 (WXT)

2. "After the Glorious Revolution, representative assemblies in America copied the English Whigs and limited the powers of crown officials." (12 min)

*salutary neglect (POL, WXT)
*patronage (POL)
*Glorious Revolution (POL)

3. J19 / A: 1. Salutary Neglect, a Whig policy of relaxed supervision of the colonies in favor of defense and trade, facilitated the rise of self-government in the colonies. Royal appointees increasingly cared little about colonial obedience to the crown, and more about making a profit from their office. 2. As Parliament and monarchs focused more on trade and defense, American colonists increased the powers of representative bodies, leading the way for later demands of political equality and independence.

4. It is important to grasp how England's failed attempts to establish greater control over its North American colonies in the late seventeenth century led to a half century of relative British government indifference to colonial governance.

5. REVIEW QUESTIONS / page 111, #s 1-4

6. Chapter 3 Vocabulary Quiz

Terms to know:  proprietorship, Quakers, Navigation Acts, Dominion of New England, constitutional monarchs, tribalization, South Atlantic System, Middle Passage, Stono Rebellion, gentility, salutary neglect, patronage, Glorious Revolution. Key People: William Penn, Edmund Andros, William of Orange, John Locke. 

Home Learning:

1. REVIEW QUESTIONS / page 111, #5

2. TIMELINE / page 113, Key Turning Points.

3. Read pages 114-120 in Chapter 4

Lesson on Thursday, September 6, 2018

Aim: How did the South Atlantic System create an international Atlantic World, and how did this system impact development in the British colonies?

Bell Ringer: Read pages 103-105 (silent reading) / Be prepared to answer "Explain Consequences" on page 103. (10 min)

Objectives: 

1. WXT 2.0

Agenda: 

1. Review & grade "Thinking Like a Historian 3"

2. The Middle Passage Documentary by Steven Spielberg

Terms to know:  proprietorship, Quakers, Navigation Acts, Dominion of New England, constitutional monarchs, tribalization, South Atlantic System, Middle Passage, Stono Rebellion, gentility, salutary neglect, patronage. Key People: William Penn, Edmund Andros, William of Orange, John Locke. 

Home Learning: 

1. Read pages 105-111

2. Journal 19 - What explains the increasing political autonomy of the colonies in the eighteenth century?

3. Journal 20 - What is Salutary Neglect and how did that lay the foundation for the American Independence Movement?

4. Study for tomorrow's Chapter 3 Vocabulary Quiz (Terms to know and Key People)

5. Journals 11-20 will be graded tomorrow.

Lesson on Wednesday, September 5, 2018

Aim: How did the South Atlantic System create an international Atlantic World, and how did this system impact development in the British colonies?

Bell Ringer: Current Events (10 min)

Objectives: 

1. WXT 2.0

Agenda: 

THE IMPERIAL SLAVE ECONOMY

1. What was the center of the South Atlantic System? (MIG) How many Africans were sent there? (figure 3.1)

*Map 3.2 - What is the geographic extent of Britain's American possessions? What regions had the highest average annual exports? 

2. J16 / A: The South Atlantic System brought enormous wealth to the British economy. The trading of slaves and the exportation of crops from England's colonial slave economies propelled the British economy to the top of the global economies in the eighteenth century. 

*Give examples of how the North American colonies focused on gaining new sources of labor and on producing commodities that were valued in Europe. 

3. Exam Alert: On the 2011 AP U.S. History exam, students were asked to analyze the origins and development of slavery in the North American colonies. Describe economics and social reasons why Atlantic slavery emerged. 

*Thesis - Write a thesis on the economic and social reasons why Atlantic slavery emerged. Remember to provide concrete evidence from this section. (10 min)

4. Africa, Africans, and the Slave Trade (MIG, POL, CUL, WXT)

*The Middle Passage (MIG, POL)

(3 min)

5. J17 / A: Slavery in Virginia and Maryland became a defining feature of the region in which slavery was increasingly race-based, centered on tobacco, and allowed for relatively long lives and larger families. Almost one in every three people in Virginia was bound by slavery. Slavery in South Carolina was much more progressive because of the conditions of rice cultivation, which brought higher levels of death and thus higher levels of importation. 

AMERICA COMPARED

6. Journal 18 - Using page 95 - Assuming that Carretta is correct, and Equine was not born in Africa, why do you think he composed this fictitious narrative of his childhood instead of describing his own childhood in slavery? (10 min)

*Slavery in the Chesapeake and South Carolina (MIG, POL)
*An African American Community Emerges (CUL, POL)
*Stono Rebellion (POL)
*Rise of the Southern Gentility (CUL)
*gentility (CUL)

Terms to know:  proprietorship, Quakers, Navigation Acts, Dominion of New England, constitutional monarchs, tribalization, South Atlantic System, Middle Passage, Stono Rebellion, gentility 

Home Learning: 

1. Create a 3-Column Graphic Organizer. Use this to compare the nature of slavery in the Caribbean, the Chesapeake, and South Carolina. This will be worth one classwork grade.

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



Journal responses: 

J18 / A: He wanted to add credibility to his work as an antislavery advocate by claiming that he experienced slavery in Africa as a child. He may also have wanted fame. 



Enrichment: 

View the following sources regarding the "Middle Passage" http://www.pbs.org/wgbh/aia/part1/1p277.html

Lesson on Tuesday, September 4, 2018

BRITISH NORTH AMERICA AND THE ATLANTIC WORLD 1660-1763: PART 2

Introduction: Analyze "Thematic Understanding" on page 79. 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) 

Question to Consider:

1. How did the demographic changes outlined under the theme "Peopling" impact the developments that are listed under "Work, Exchange, and Technology"? 

(10 min)

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

Aim: How did the South Atlantic System create an interconnected Atlantic World, and how did this system impact development in the British colonies?

Bell Ringer: Introduction to Period 2 activity (10 min)

Objectives: 

1. WXT 2.0

Agenda: 

COLONIES TO EMPIRE, 1660-1713

1. Exam Alert: material in Chapter 3 has been the topic of questions on the AP U.S. History exam four different times between 2002 and 2012.

*Give examples of how colonies along the southernmost Atlantic coast used slave labor to develop economies based on staple crops.

2. Proprietorship (The Carolinas, Jersey, Pennsylvania) (MIG)

3. The Navigation Acts (WXT)

*Table 3.1 - types of colonies

*Table 3.2 - note how the years of the Navigation Acts are clustered together (1651-1673, 1696-1699, 1732-1733, and 1750. Discuss why that might be the case and how clustering may have impacted England's efforts to exert effective control over its colonies. 

*The Dominion of New England (POL)

Stress the factors that promoted Anglicization in the British colonies, including religious tolerance and the spread of European Enlightenment ideas. The founding of Pennsylvania and the later discussion of John Locke's ideas provide clear examples of these forces at work. 

4. The Glorious Revolution (POL)

J14 / A: The Glorious Revolution sparked rebellions by colonists in Massachusetts, Maryland, and New York. As a result, the Dominion of New England was broken up, creating the new royal colony of Massachusetts as well as a great deal of strain between the colonies and England. 

*Causation: The Glorious Revolution had a significant effect on the colonies because it emboldened the colonists in Massachusetts, Maryland, and New York to successfully rise up against the hated Dominion of England. This led England's new monarchs to restore the old colonies, with the exception of Massachusetts Bay, which was merged with Plymouth and forced to amend some of its Puritan legislative restrictions. As a result, relations between England and its colonies improved, in part because William and Mary  ruled as constitutional monarchs.  

IMPERIAL WARS AND NATIVE PEOPLES

5. Exam Alert: Students will have to know examples of how continuing contact with Europeans led to cultural and demographic changes in native communities. The formation of the Catawba tribe and the experiences of the Iroquois and Creeks illustrate this concept. 

*Table 3.3 - English Wars, 1650-1750

*tribalization

J15 / A: Native Americans participated in imperial wars to enact revenge on their Native America enemies as well as Europeans who had taken their land. They also joined in the hope of gaining more power and land at the close of the conflict. 

Terms to know:  proprietorship, Quakers, Navigation Acts, Dominion of New England, constitutional monarchs, tribalization, 

Home Learning:

1. Read pages 90-103

2. Journal 16 - How did the South Atlantic System affect the British economy? 

3. Journal 17 - How did the experiences of slaves in the Chesapeake differ from their experiences in South Carolina?