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Chapters 3 & 4
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CLO – Students will :
o Identify and connect main themes from chapter 3 to the focus
questions
o Demonstrate their understanding of colonial life by taking a short
reading comprehension quiz
AGENDA
o Main Ideas & Focus Questions – Chapter 3
o Reading Quiz 3
o Grades
o DUE TODAY
• Reading Notes 3
• Pick a reading strategy and use it!
• Synthesis of economic, political, and social in your region
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CLO – Students will:
o Complete two group presentations & address the how the colonies
initially developed socially, economically, and politically.
o Construct historical narratives that weave together fact with fiction in
colonial regions
AGENDA
o Seating Chart
o Quiz 3
o Reading Notes 4 (If you received less than a 70% on quiz 3 you MUST
complete reading notes 4)
o Finish group presentations
o Historical narratives
o Exit Ticket
*Complete in your notebook
If you had to pick a colony (New
England, Middle, Southern, or
Chesapeake) to live in, why would
you live and why?
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CLO – Students will:
o Compare and contrast the differences & similarities between the
Great Awakening and the Enlightenment with a venn diagram.
o Analyze feedback on essays and work towards developing a strong
thesis and basis for how to write an FRQ using outlines.
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AGENDA
o The Enlightenment
o The Great Awakening
o George Whitefield – Primary Source Analysis
o FRQ – A How To
o Create an outline based on a prompt
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Develop a strong thesis/argument. What are you trying to prove? Develop a
topic sentence for subsequent body paragraphs.
So what?! Follow a statement with evidence of its importance.
o The British defeated the Spanish Armada under Sir Francis Drake. (SO
WHAT?!) As a result, the British established a superior navy and
challenged Spain’s power and standing in Europe.
Unnecessary – “In this essay I will talk about…” Also, don’t say I in an FRQ,
DBQ, or formal essay.
Contractions – This is FORMAL writing. Do not use the contraction “don’t.”
Use “do not,” it is more formal and appropriate for this type of writing.
Think of yourself as a CSI (crime scene investigator) – everything you do or
say must have EVIDENCE to support your claim.
Your reader should not have any questions at the end of your essay. You will
have connected the dots and made sense of everything.
CLO – Students will:
o Identify and connect main themes from chapter 4 to the
focus questions
o Demonstrate their understanding of the imperial
perspective by completing a 10 question reading
comprehension quiz
 AGENDA
o Discuss main ideas and focus questions – Chapter 4
o Chapter 4 Reading Quiz
o Score
o Review outlines from Friday
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CLO – Students will:
o Define what makes a thesis statement strong (vs. weak) and share their own
statements from the FRQ prompt. Students will then identify the strongest thesis in
groups.
o Recognize how the English administration of the colonies and the habit of selfgovernment laid the foundation for the American Revolution by completing notes in
their notebooks.
o Compare and contrast differing viewpoints in a primary source reading and
demonstrate their understanding by answering probing review questions.
AGENDA
o Turn in progress reports
o FRQ Prompt
o Review English Administration of the Colonies & The Habit of Self-Government
o Mather Primary Source & Andros Primary Source
o HOMEWORK – Create your OWN reading notes study guide for chapter 5 and
complete it by Monday. STUDY GUIDES & COMPLETION WILL BE GRADED MONDAY!
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Oliver Cromwell & colonial trade
1651 – Parliament adopted the Navigation Act
• Required that all goods imported to England or the colonies be carried only on English
ships and that the majority of each crew be English.
World’s gold and silver fixed
• One nation could gain wealth only at the expense of another – by seizing its gold and
silver and dominating its trade. Led to the development and protection of shipping.
1660 – Navigation Act
• Ship’s crews must be ¾ English (not just a majority)
• Enumerated (products grown or extracted from the colonies) goods
1663 – Navigation Act
• All colonial imports from Europe to America stop first in England, be offloaded, and have
duty paid on them before shipping to America
Results
• England had a monopoly on tobacco and sugar from the Chesapeake and West Indies.
• Customs revenues increased
• Enriched English shipbuilders
• American colonies became more important to England’s economy
Enforcement of the Navigations Acts was spotty at best
 Charles I – bureaucracy of colonial administrators
 Charles II – Lords of Trade
 1670’s – Customs duties appeared in all colonies
o Surveyor General – Edward Randolph
o 1678 – Massachusetts legislature declared Navigation
Acts had no legal standing in the colonies
o 1684 – Lords of Trade won a court decision the annulled
the charter of Massachusetts
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James II succeeded Charles II
o James II approved a proposal to create a Dominion of
New England (all colonies south through New Jersey)
 Sir Edmund Andros appointed royal governor in 1686 in
Boston.
o Rule reached from Massachusetts to Connecticut, Rhode
Island and eventually New York and East & West Jersey.
 Andros’s presence and leadership led to great resentment
in the colonies.
 Dominion of New England fell apart with England’s Glorious
Revolution in 1688
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James II fled to France and Protestant Mary Stuart &
husband William III of Orange invited to assume the throne
as joint monarchs.
 Colonist’s response to William & Mary’s arrival to the
throne
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o Andros and councilors were arrested
o Massachusetts reverted to its former government
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Long term effects of the Glorious Revolution in America
o Bill of Rights & Act of Toleration – 1689
o James II overthrow set precedent for revolution against a monarch
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Refinement of the Navigation Acts under William and Mary
o Act to Prevent Frauds and Abuses of 1696 – colonial governors
required to enforce trade laws. Writs of assistance
o Lords Commissioners of Trades and Plantation (Board of Trade) –
investigate enforcement of Navigation Acts
Salutary Neglect
o 1696 – 1725 – Board of Trade worked to enforce Navigation Acts
and assert royal control. However, deaths and inconsistencies in
leadership led to “a wise and salutary neglect” of the colonies.
o Relaxed policies towards the colonies gave them greater freedom
to pursue their economic interests and consequently enabled
them to pursue greater political independence
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Crown never vetoed acts of Parliament after 1707
o Colonial governors held absolute veto powers
Crown could disallow colonial legislation on advice of the
Board of Trade
o Governor still had power to determine when and where it
would meet, legislative sessions, and dissolve the assembly
for new elections/postponement of elections
In short, colonial governors could appoint and remove
officials, command the militia and naval forces, and grant
pardons.
 Members
of the council were NOT appointed by an
outside authority (i.e. crown/proprietor), they were
elected officials
 Women, children, Native Americans, and African
Americans were excluded from the political process –
why?
 Early 18th century, the colonial assemblies held two
important strands of power:
o Purse strings – right to vote on taxes and expenditures
o Power to initiate legislation
 “Self-government became first a habit then a “right.”
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CLO – Students will:
Students will gain a deeper understanding of the cause and effects of
the French and Indian War. Students will do this by:
o Watching a video, taking notes and answering questions
o Researching primary source documents and writing summaries to
tell the story of the French and Indian War.
AGENDA
o Submit - Mather Primary Source & Andros Primary Source Review
Questions
o French & Indian War short video
o Research primary sources related to the French & Indian war
o HOMEWORK – Create your OWN reading notes study guide for
chapter 5 and complete by Monday. STUDY GUIDES & COMPLETION
WILL BE GRADED MONDAY!
http://www.youtube.com/watch?v=5vKGU3
aEGss
“Don’t believe everything you
read on the internet.”
- Thomas Jefferson
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Individually - From your reading and video, please
brainstorm PEPS
People
Events
Places
Significance