Thursday September 10, 2015

Growth and Diversification: Emergence of an American Identity?

Tasks: 

• Compare the benefits and burdens of mercantilism chart to the answers I generated.
• Big idea: Britain sought a hierarchical and coherent imperial order centered on mercantilism, but erratic enforcement and a policy of salutary neglect weakened Britain's political authority over its American colonies.
• Growth and Diversification (T & W focused on movement of goods, today shifts focus to movement of people)
• Review maps and charts to make observations about the "Growth and Diversification" of colonial North America.
• Debrief small group observations with entire class.
• Answer questions in small groups: 
• Why are Europeans (Germans & Scots-Irish) migrating to colonial North America?
• Where are these migrants settling?
• How did the demographic shift impact colonial development?
• End class with Short-Answer Question test prep.
• Individually answer SAQ, then share out answers in small group.
• Returned Period One SAQ.
• Opportunity to do test corrections on SAQ from Period One.
• Source the Great Awakening documents.

Reminders: 

• Guest Speaker extra credit due 9/18
• SAQ corrections due 10/2.

Extra credit opportunity for everyone due Sunday (9/13) at midnight.  Read the following story from NPR, and respond to the questions on this form.

Wednesday September 9, 2015

British North America and the Atlantic World

Inquiry: How did the political, economic, and cultural changes within the "Atlantic World" impact the development of colonial societies?

TASKS: 

• Review the events on the timeline to determine the ways in which Parliament controlled the colonies and the ways in which Parliament granted the colonies autonomy.
• Parliament granted the colonies political autonomy (growth of colonial assemblies)
• Parliament sought to control the economics of the colonies (theory of mercantilism)
• Evaluate Britain's imperial policy (theory of mercantilism) from the perspective of the colonists using the sources from class.

Reminders: 

• Guest Speaker extra credit due 9/18

Tuesday September 8, 2015

British North America and the Atlantic World

Tasks: 

• Review answers from Friday multiple choice questions, Wampanoag's Grievances.
• Introduce final section of Period 2 (1607 - 1754) unit of study: How did political, economic, and cultural changes within the Atlantic World impact the development of the colonies?
• Final part of this unit focuses on 18th century America. 
• Prior to this, topics have included (areas to review for test)
• Development of Chesapeake and New England colonial regions
• Native American relations
• Define Atlantic World.
• Use this map as a visual to understand the Atlantic World as a phrase used by historians referring to increasing and quickening pace of contact between Europe, Americas and Africa.

• Explain Britain's 18th Century Imperial Policy using timeline of events.
• Identify the ways in which Parliament sought to control colonies.
• Identify ways in which Parliament granted colonies greater autonomy.
• What do these developments reflect about Britain's attitude toward its colonies?
• Britain's imperial policy granted autonomy or controlled colonial economics?
• Britain's imperial policy granted autonomy or controlled colonial politics?

Reminders: 

• Test corrections due Wednesday 9/9.
• Extra credit: Use this link to access the guest speaker reflection document.  The extra credit will be due Friday September 18.
• Unit Two test Monday 9/14.

Friday September 5, 2015

English and Native American Relations

Task: 

• Complete viewing of video excerpts: 
• Part I: Describe native life pre-English contact.
• Part II: Describe English and Native American encounters: coexistence or conflict?
• Part III: How and why does the relationship change?
• Part IV: What is the impact of King Philip's War on Native Americans and English?

Thursday September 3, 2015

English-Native Relations

Tasks: 

• Inquiry: How did European encounters with the "New World" impact European, American, and African societies?
• Begin with review: How did Spanish encounters with "New World" impact American societies?
• Define "encounters" as either one of conflict or coexistence.
• What evidence do we have of Spanish aggression and accommodation?
• How were the Indian societies transformed by this aggression and/or accommodation?
• Segue to English: How did English encounters with "New World" impact American societies?
• Watch selected excerpts of film We Shall Remain to describe the encounters between English and Native Americans, as well as the consequences of those encounters.
• Before viewing film: 
• Define critical terms:  most of these terms should be in your notes
• Algonquian
• Wampanoag
• Pequot War
• “praying towns” 
• Massasoit
• Metacom, called King Philip by the English
• pan - Indian alliance
• wampum
• Create timeline to organize notes for each video excerpt.

---

1600 1621 1637 1671 1700

           I.        II. III.          IV.

• While viewing film, write down important detail that the film provides relating to the following topics.
• I. Describe native life, in particular the Wampanoag, pre-English contact.
• II. Describe English-native encounters - conflict or coexistence?

Reminders:

• Source the document, and identify Wampanoag grievances.
• Test corrections due 9/9.
• Guest Speaker 9/8 @ 3pm at West Campus.

Additional resources:

• Per our discussion in class: Missoula: Rape and the Justice System in a College Town by Jon Krakauer

Wednesday September 2, 2015

Writing in History: The Comparison Essay

Tasks: 

• Introduction to essay writing in APUSH.
• Distinguish between "know" and "think" 
• Essay prompts will assess your ability to think historically, but it's near impossible to succeed with this task, unless you know something about American history.
• Keep the relationship between "know" and "think" in mind as we continue to progress throughout the school year.
• Become familiar with essay prompts
• All essay prompts have three components
• Subject, Time period, Task
• Be able to identify all three components.
• Practice identifying components with essay prompt: "Compare and contrast the development of two distinct English colonial societies in the New England and Chesapeake regions prior to 1700, analyzing the reasons for similarities and differences in the development of English colonial societies in these regions." 
• Distinguish comparison essay by identifying way to outline, or "map," essay.
• Identify similarities and differences What you know about the colonial regions
• Determine points of comparison
• Recognize reasons why similarities and differences in development occurred
• Homework: Write an argument.
• In one paragraph, introduce the topic and write your thesis, or argument, in response to the prompt.

Reminders: 

• Test corrections due 9/9
• Guest Speaker at West 9/8 @ 3:00pm

Tuesday September 1, 2015

Conflict in the New England Community

Tasks: 

• Identify reasons and evidence that could be used to support inquiry: Was New England a City on the Hill?  
  
• Analysis of Salem Witch Trials - Why did people go on a witch hunt in 1692?
• Contextualize Salem in 1692 by identifying who, what, where, when of witch hunt and provide definition of witchcraft
• Small group discussion: What does this data reveal about what is happening in Salem?
• Debrief data in order to determine the reasons why a witch hunt occurred in Salem in 1692.

Reminders: 

• Test Corrections due 9/9
• AP Guest Speaker September 8 at 3:00pm at West.
• Transportation is not provided; you will have to find your way to West.
• Extra credit opportunity (possibility for 2% addition to your final grade)

Additional Resources: 

• Salem Witch Trial website
• Books that might be of interest in learning more about the Salem Witch Trials
• Entertaining Satan: Witchcraft and Culture in Early New England by John Demos
• The Devil in Massachusetts by Marion Starkey
• Salem Possessed: The Social Origins of Witchcraft by Paul Boyer and Stephen Nissenbaum
• The data in class came from this historical account.
• Devil in the Shape of a Woman by Carol Karlsen