Domain 1 – Colonization to Constitution
Covers the years from 1492 through 1800.
Assignments:
1. Domain Outline (covered in discussion and test prep book) Early Colonial America
2. Apex Unit 1 assignments with written test
3. Reading Assignment – Thomas Paine’s The Crisis
4. Thinking Map on American Revolution
5. Part II of Domain Outline – U.S. Constitution
6. Domain test (multiple choice)
Expected time to finish – 2 weeks
Grading – Each part of the domain outline count for 5% of your grade for this
domain. Apex Unit 1 and the written test count 30%, the reading assignment
counts 20%, the thinking map counts 20%, the domain test counts 20%.
You will do a review unit later in the semester, Apex Unit 2, to refresh your
memory on this material.
Domain grade: __________
Domain Outline Part I Early Colonial
America
The material in the outline generally falls between the years of 1607, when
colonial Virginia was founded, and 1692, when the Salem Witch Trials took
place in colonial Massachusetts.
FACTS ABOUT 17TH CENTURY COLONIAL AMERICA
 Historians divide the English colonies in America into three larger
groups: Southern colonies, New England colonies, and Middle
colonies.
 Southern colonies like Virginia were mostly agricultural, very rural, very
spread out. Southern colony’s economies relied on “cash crops” like
tobacco and rice. Most labor was done by white, English indentured
servants at first, but toward the end of the century, African slaves would
become more and more common. Southern colonies during this time
were Virginia, Maryland, South Carolina, and North Carolina (Georgia
would be added in 1732)
 New England colonies like Massachusetts relied more on fishing and
shipbuilding for their economies. While many had farms, the farms were
small and used to grow crops to eat. Some slavery existed, but it was
relatively rare. Most New England colonies were founded for religious
reasons, mainly by “Puritans,” members of the Church of England who
did not like the way the Church was ran in England. New England
colonies included Massachusetts, Rhode Island, Connecticut, and New
Hampshire. New England had many small towns, and the town became
the center of life.
 Middle colonies (so called because they were in-between Southern and
New England colonies) did a combination of farming, fishing and
shipbuilding, and these colonies tended to be more merchant-driven and
have larger cities. Philadelphia became the largest city in colonial
America, with about 30,000 people. Many middle colonies were
established by the Quakers, a pacifist religious group. Middle colonies
included Pennsylvania, New Jersey, Delaware, and New York, which the
English took over from the Dutch (it was originally called New
Amsterdam). Middle colonies had more diversity in its people.
The First Europeans
The Spanish and French
_________________________ - first French colony established in North America in 1608. Sat along the
St. Lawrence River in present-day Canada, provided a place for French fur trappers to
explore the interior of the continent.
Virginians and Native Americans
Chief Powhatan:
Virginia’s Social Structure
Bacon’s Rebellion:
Southern, Middle, and New England Colonies
Religion and Dissent in New England
Dissent:
Loss of the Massachusetts charter:
Half-Way Covenant and the Salem Witch Trials
Half-way Covenant:
Salem Witch Trials:
New Englanders and Native Americans
King Philip’s War:
1.1.4 Study: New Spain
Study Sheet
U.S. History Core (S1685979)
Name: ____________________
Date: ____________
This first section describes the motivations and important people involved with
the first European country to explore and colonize the Americas, Spain. Spain
was the greatest European power from the late 15th through the 17th Centuries.
Most Spanish colonies in the “New World” were located in South and Central
America, which is why Spanish is the most common language spoken there
today. For most of this period, Spain’s great competitor in exploration was its
next-door neighbor, Portugal. But by the end of the 17th Century, two other
European countries were starting to challenge Spain’s hold on the New World,
those being Great Britain and France. We’ll find out more about those two
countries later.
Use the following questions to guide your note-taking as you move
through the material. This will be a valuable resource when you prepare
for the test.
1. Write the correct key term in the blank preceding each definition.
a. ____________________________ : North America, South America, and the
Caribbean. This term compares them to the Old World of Europe, Africa,
and Asia.
b. ____________________________ : One of four Spanish colonies in the New
World. It was ruled by a viceroy (an official chosen by the king) from
Mexico.
c. ____________________________ : (1485 - 1547) A Spanish explorer who
defeated the Aztec empire and claimed large areas of Mexico for Spain.
d. ____________________________ : A large native tribe that was living in
present-day Central Mexico when Europeans began exploring the region.
e. ____________________________ : The largest empire of native people on the
American continents before Columbus arrived. The Inca lived in South
America.
f. ____________________________ : A colony ruled by an official chosen by a
king. This term referred to Spanish colonies in the New World.
g. ___________________________ : (ca. 1475 – 1541) A Spanish soldier whose
army beat those of the Inca empire. He founded the city of Lima, which is
the present-day capital of Peru.
2. What trading goods from Asia were Europeans most interested in?
(Interactive box, page 3)
3. Why was Columbus, who was Italian, sailing for Ferdinand and Isabella,
who were Spain’s King and Queen?
4. Columbus was the European explorer who established permanent contact
with the New World. Who were two other explorers that followed him?
5. Why did contact with Europeans prove so deadly to Native Americans?
6. How did the Spanish organize and manage the new territory they claimed in
the New World?
7. Why did the Spanish begin bringing slaves from Africa to the New World?
(Interactive box, page 9)
8. Which are some results of Spanish colonization in North America that can
still be seen today?
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1.2.1 Study: Settling North America
U.S. History Core (S1685979)
Study Sheet
Name: ____________________
Date: ____________
Section 2 deals mostly with English efforts at settling North America. The 13
colonies England (the proper title for England by this time is Great Britain, you
will see both. Actually, today, it is more correct to call it the United Kingdom)
eventually establishes along the Atlantic Coast will, in time, become the new
United States of America. But before that happens, they were English colonies,
and the colonies were around for a long time…almost 170 years in some cases,
which isn’t much less time than the U.S. has existed as an independent nation.
A few other European countries will be mentioned here as well, since England
wasn’t the only European countries putting colonies here.
Use the following questions to guide your note-taking as you move
through the material. This will be a valuable resource when you prepare
for the test.
1. Write the correct key term in the blank preceding each definition.
a.
: A partnership in which people invest in a business venture
by purchasing stock. These stockholders share in the company's profits but are
also responsible for the company's debts.
b.
: The first permanent English colony in America. It was
established on the James River in Virginia in 1607.
c.
:An English company that was established in 1606 to set up
colonies in North America. Jamestown was founded by this company in 1607.
d.
: The colonists who came from England on the Mayflower to
establish the colony of Plymouth in 1620.
e.
: A religious group in the 16th and 17th centuries in
England and the British colonies. They wanted to make the procedures of the
Church of England simpler.
f.
:The region located in the northeastern corner of the United
States. It contains the states of Maine, New Hampshire, Vermont,
Massachusetts, Rhode Island, and Connecticut.
g.
: The colony started by Pilgrims in present-day
Massachusetts when they landed in North America in 1620.
h.
: An English trading company that established a colony in
1628 in New England, near present-day Boston.
i.
: A colony started by the Dutch in 1624 and taken over by
England in 1674. It included parts of New York, New Jersey, Delaware, and
Connecticut.
j.
: The area colonized by France in North America between
1534 and 1763. At its peak in 1712, it extended from Newfoundland to the
Rocky Mountains and from Hudson Bay to the Gulf of Mexico. Most of New
France was given to Spain and Britain after the Treaty of Paris of 1763.
k.
: (ca. 1570 – 1635) A French explorer and sailor. He explored
territory in what is now Canada and established a French colony at Quebec.
2. Use the map below to draw where the Spanish, English, French, and Dutch
colonies were. Be sure to label each colony carefully, creating a key if
necessary.
3. What were the English and French looking for in North America and where
did they settle?
4. What challenges did the Jamestown colony face in its first year?
5. Who founded the Plymouth colony and what motivated them to come to
North America?
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1.2.7 Study: Life at Jamestown
U.S. History Core (S1685979)
Study Sheet
Name: ____________________
Date: ____________
Use the following questions to guide your note-taking as you move
through the material. This will be a valuable resource when you prepare
for the test.
1. Write the correct key term in the blank preceding each definition.
a.
: A plan to make the colonies larger and to provide more
labor by giving land to people who moved to a new area; more land was given to
people who brought indentured servants or slaves into the area.
b.
: A work arrangement in which people agreed to work for
someone else without pay, usually for around five years. This was a common
way for settlers who couldn't afford passage to travel to America. It was most
common in the southern colonies.
2. Look closely at the advertisement on page 1. What do you think was its
purpose?
3. What struck you most strongly about your role-play experience as an
indentured servant?
4. What lasting effects did the headright system and indentured servitude have
for the colony of Virginia?
5. What kind of society did Berkeley envision for Virginia, and what obstacles
did he feel stood in the way of realizing his vision?
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1.3.4 Study: The Slave Trade
U.S. History Core (S1685979)
Study Sheet
Name: ____________________
Date: ____________
In Section 3, we’ll deal with two aspects of colonial life that are going to lead to
big changes within the English colonies. The first is the introduction of slavery
to the colonies, the second the aftermath of the French and Indian War in the
1750s and 60s, an event that will lead, a decade later, to the start of the
American Revolution.
Use the following questions to guide your note-taking as you move
through the material. This will be a valuable resource when you prepare
for the test.
1. Write the correct key term in the blank preceding each definition.
a.
: A form of forced labor in which the slave is considered to
be property with no human rights. The children of chattel slaves are also forced
into slavery.
b.
: Large farms that produced crops to be sold. In colonial
America, crops such as tobacco and cotton were often harvested on
plantations, and slaves usually worked the land.
c.
: A system in which some people are under the complete
control of other people. In the history of the United States, the term most often
describes the forced labor of people, usually African Americans, on the
plantations of the South.
d.
: The route slave ships took across the Atlantic from western
Africa to the American continents.
e.
: Laws passed by colonies and states to define slavery and
explain the rights of slaves and their masters.
2. Within Africa, the beginning of the transatlantic slave trade changed some
things about slavery, while other things stayed the same. What changed? What
stayed the same?
What changed?
What stayed the same?
3. Think about what you know about transatlantic trade routes. How do you
think the Middle Passage got its name?
4. How do you think Americans who were in favor of and opposed to slavery
would have reacted to reading this passage?
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1.3.6 Study: The Effects of War
U.S. History Core (S1685979)
Study Sheet
Name: ____________________
Date: ____________
Use the following questions to guide your note-taking as you move
through the material. This will be a valuable resource when you prepare
for the test.
1. Write the correct key term in the blank preceding each definition.
a.
: The change in rule that took place in England in 1688.
After King James II gave up the throne and left the country, his successors,
William III and Mary II, agreed to the English Bill of Rights, which led to more
rights for common people.
b.
: A term that refers to any Christian church that separated
from the Roman Catholic Church during the Reformation of the 1500s.
c.
:A term that refers to the Roman Catholic Church, which is
led by the pope. It is the largest Christian church and claims to be the first
church founded by Jesus Christ's followers.
d.
: A war in North America lasting from 1754 to 1763 that
pitted British soldiers and American allies against the French and their Indian
allies.
e.
: (1732 – 1799) The leader of the American army during the
Revolutionary War. He helped write the U.S. Constitution and later became the
first president of the United States.
f.
: A long river that runs westward from Pittsburgh to the
Mississippi. The Ohio River forms the border between Ohio and Kentucky.
g.
: A system of mountains in the eastern part of North
America. They run from the American states of Alabama and Georgia north to
the eastern provinces of Canada.
h.
: (1738 – 1820) The king of England from 1760 until 1820.
His treatment of the English colonies in America led to the American
Revolution.
2. Why did the English Parliament want to switch kings in the Glorious
Revolution?
3. What role did George Washington play in the French and Indian war?
4. What were two major results of the French and Indian war?
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1.4.1 Study: Work in Colonial America
U.S. History Core (S1685979)
Study Sheet
Name: ____________________
Date: ____________
Section 4 focuses on social life in the colonies. Then, as now, most of people’s
lives revolved around the kind of work they did, or who was doing the work and
who wasn’t.
Use the following questions to guide your note-taking as you move
through the material. This will be a valuable resource when you prepare
for the test.
1. Write the correct key term in the blank preceding each definition.
a.
: Skilled workers who made items such as barrels, clothing,
furniture, and tools.
b.
: Part of the 13 British colonies. The middle colonies were
New York, New Jersey, Pennsylvania, and Delaware.
c.
: People who own or manage a plantation or large farm.
2. Compare the economies of the colonies of New England and the South.
3. What is a cash crop? Give examples of these grown in British America.
4. What were the four largest cities in colonial America? What were their
economies based on?
5. What does this passage show about the difference between the lives of
women and the lives of men in colonial America?
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1.4.4 Study: Slavery
U.S. History Core (S1685979)
Study Sheet
Name: ____________________
Date: ____________
Use the following questions to guide your note-taking as you move
through the material. This will be a valuable resource when you prepare
for the test.
1. Write the correct key term in the blank preceding each definition.
a.
: People who agreed to work for others for several years
without pay. People became indentured servants to pay for their travel to the
American colonies.
b.
: A person with a white parent and a nonwhite parent.
c.
: The legislative body in the colony of Virginia.
d.
: People who were no longer servants or slaves.
2. What economic factors led to the expansion of slavery in British America?
3. How did slavery change over time in colonial America?
4. What restrictions did free black people experience in colonial America?
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“Saying Goodbye to Mom” – A Reading
Assignment
Assignment
You will read an excerpt from perhaps the most famous pamphlet of all time, Thomas Paine’s
Common Sense. Paine’s pamphlet (and this excerpt) are an example of persuasive writing and
persuade many Americans is exactly what it did. You will evaluate the art of persuasion while
performing this activity.
Objectives
Content: The student will explain the primary causes of the American Revolution: Explain the
importance of Thomas Paine’s Common Sense to the movement for independence.(SSUSH3c)
Literacy: Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power, persuasiveness,
or beauty of the text (ELACC11-12RH6)
Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences. (ELACC11-12WR3)
Background
The child always leaves the parent. That’s the nature of things.
And it was that fact that a n’er-do-well Englishman named Thomas Paine set out to convince his
newly adopted American countrymen of in early 1776. Arriving in America just after the battles
of Lexington and Concord, Paine’s little pamphlet ignited the fire of independence under many
an American. It was Paine’s first big success (he had tried many things and never was successful
at any of them up to that point) and he would go on to write three even more admired works, The
Crisis, Rights of Man, and Age of Reason. These three works actually contain most of Paine’s
most stirring words:
These are the times that try men’s souls.
The world is my country, all mankind are my brethren, and to do good is my religion.
If we do not hang together, we shall surely hang separately.
What we obtain too cheap, we esteem too lightly.
But it will always be his first “hit”, Common Sense, with which Paine left his biggest mark. For
without it, there may never have been a United States of America.
Common Sense
I challenge the warmest advocate for reconciliation to show a single
advantage that this continent can reap by being connected with Great
Britain. I repeat the challenge, not a single advantage is derived. Our corn
will fetch its price in any market in Europe, and our imported goods must
be paid for by them where we will.
But the injuries and disadvantages we sustain by that connection are
without number; and our duty to mankind at large, as well as to ourselves,
instruct us to renounce the alliance: Because, any submission to, or
dependence on Great Britain, tends directly to involve this continent in
European wars and quarrels; and sets us at variance with nations, who
would otherwise seek our friendship, and against whom, we have neither
anger nor complaint. As Europe is our market for trade, we ought to form
no partial connection with any part of it. It is the true interest of America
to steer clear of European connections, which she never can do, while by
her dependence on Britain, she is made the make-weight in the scale of
British politics.
Europe is too thickly planted with kingdoms to be long at peace, and
whenever a war breaks out between England and any foreign power, the
trade of America goes to ruin, because of her connection with Britain.
The next war may not turn out like the last (French & Indian War), and
should it not, the advocates for reconciliation now will be wishing for
separation then, because, neutrality in that case, would be a safer convoy
than a man of war. Everything that is right or natural pleads for
separation. The blood of the slain, the weeping voice of nature cries,
‘TIS TIME TO PART.
STEPS
1. Silently scan over the reading selection. (Take 1 minute or less) Don’t read it word for
word, just scan it. While you do so, see if you can determine and summarize what the
selection is about in one sentence. You can write that sentence below, and don’t worry
about getting it exactly right; you probably won’t. That’s ok, this is just part of the
exercise.
__________________________________________________________________________
____________________________________________________________________.
2. Now, take a bit longer and read it thoroughly. (Take 2-3 minutes) While you do so,
highlight or circle or underline words that you’re not sure of. Next to those words, take
a guess as to what the word means. Again, don’t worry about whether you get them all
right, you probably won’t. Just practice using your analytical skills to try and figure them
out. There should be at least a couple of these.
Did your understanding of what this selection is about change in any way from your initial scan
of it? ____________
3. Now, I will read the selection out loud in its entirety. While I do so, follow along, but
listen to the words as I read them. Listening activates different parts of your brain and
sometimes makes it easier to understand a reading selection. Pay attention to those
words you had trouble with…does my reading them give you a better idea of what the
words mean? Write your new definition(s) next to your old one(s). (This will take about
2-3 minutes too.)
4. Write your updated conclusion as to what the passage means now.
__________________________________________________________________________
____________________________________________________________________.
5. I will now ask a series of questions that will guide you through the entire selection,
hopefully enhancing your understanding of the selection. As I ask the questions, make
notes on specific words, phrases, or sentences on the page itself. I will judge how well
you are following along both with your oral and written responses to this. (About 15-25
minutes)
6. You will share your thoughts on Paine’s idea in a 1-2 paragraph summary. Write in
grammatically correct sentences. Keep this in your notebook for tomorrow. (10 min)
This will end the first day’s activities.
7. After briefly reviewing the reading selection again (start of day 2) you will be given a
handout to follow along as I do a presentation providing additional information on
Thomas Paine and his times. (15-20 min)
8. Summary activity: You will type a 2/3-1 page summary explaining how Thomas Paine
influenced Americans of his day. You will need to use evidence provided within the
reading selection and the materials I provide.
This should take you about 20-30 minutes to complete (spell-check!!) and I want you to have it
turned into me by the end of the block. Completing this in a short period of time is part of the
assignment. You may double-space your paper, 12-pt font size. Put your name and date in the
header of the paper. The length is important in this case! I don’t want it too short OR too long!
Domain Outline Part II U.S. Constitution
The material in the outline generally falls between the late 1600s (late 17th
Century) through the end of the 18th Century (late 1700s).
FACTS ABOUT THE EARLY U.S. GOVERNMENT
 The United States of America became an independent country in 1776
when the Second Continental Congress issued the Declaration of
Independence.
 The first seven years of the country’s existence was spent fighting the
American Revolution against our Mother Country, Great Britain. Fighting
actually ended in 1781, but the Treaty of Paris, recognizing the existence
of the United States, wasn’t signed until 1783.
 The first government of the United States was established in 1777. The
document containing its outline was called the Articles of Confederation.
This was the basis for American government until 1787, when the
Constitution was written.
 The U.S. didn’t have a President or a court system until the Constitution
was written. The first President was George Washington, who was elected
in 1788. His vice-President, John Adams, became the second President
when he was elected in 1796.
 Political parties didn’t exist initially, and President Washington tried very
hard to keep them from forming. But the first two-party system formed
during the time he was President, surrounding disagreements between
two of his Cabinet members, Sec. of State Thomas Jefferson and Sec. of
Treasury Alexander Hamilton. The first two parties were called the
Democratic-Republicans (Jefferson) and the Federalists (Hamilton).
Ideology of the American Revolution
The Enlightenment
_________________________ - a time in Europe (late 1600s through 1700s) that featured a number of
revolutionary ideas in philosophy and political thought. Famous Enlightenment
philosophers like John Locke challenged the right of Kings and Queens to rule by “divine
right” and instead came up with the idea of “natural rights”, rights that no government could
take away. Enlightenment thinkers viewed society as made up of citizens who made an
informal “contract” (called a social contract) with government to give up some of their rights
in exchange for protection and order.
Montesquieu:
Establishing a Government
United States Constitution:
Ratification:
Federalists vs. Anti-Federalists:
The First Presidents
Washington and Neutrality: