COLONIAL AMERICA
USHAP WEEK 2
AGENDA: MONDAY 8/20/12
• Objective: Practice debriefing notes, check in on
quality of ??notes
• Content: Early colonial regions
• Skills: Identifying and weighing key factors
• Essential question: Why did the colonial regions
develop ?so distinctly?
• Agenda:
• 1) Inclusion or exclusion in early colonial regions?
• 2) Virginia Company recipe for success or failure
READING RESPONSE QUESTION
• Page 61
• Prompt: Using examples drawn from this chapter,
discuss the differences between colonizing “frontiers
of inclusion” and “exclusion.”
• Activity:
• Discuss reading ? with neighbors
• Graphic organizer (volunteers will be called on from the
cards)
GRAPHIC ORGANIZER
VIRGINIA COMPANY RECIPE FOR
SUCCESS OR FAILURE
Output
Input
Process
VIRGINIA COMPANY RECIPE FOR FAILURE
/ SUCCESS
Ingredients:
• Identify the key factors that led to the outcome
(failure or success of the colony)
• Indicate relative weight of each ingredient by
indicating amount (e.g. ½ cup)
Directions:
• Describe how the factors interact, and in what
sequence, to result in the outcome
AGENDA: TUESDAY 8/21/12
• Objective: Tackle the economic and political impact of
?colonial slavery
• Content: Transatlantic slave trade and mercantilism
• Skills: Macroeconomic analysis
• Essential question: To what extent (how much) was the
?success of English colonial economies in the Americas
?based on the institution of slavery?
Agenda:
• 1) Share recipes
• 2) Slavery the Mainspring Jigsaw
SHARE RECIPES
• Recipe for success
• Recipe for failure
PRE READ
• Starting on page 91, look at the graphs, images,
etc. until page 113
JIGSAW INTRODUCTION
• “Slavery was the most dynamic force in the Atlantic
economy during the century, creating the
conditions for industrialization.”
• “But because slave-owning colonists singlemindedly committed their resources to the
expansion and extension of the plantation system,
they derived very little benefit from the economic
diversification that characterized industrialization.”
• -Out of Many pg.113
JIGSAW
• Prompt:
• Explain the connection
between the institution of
slavery and the building
of a commercial empire.
• Groups
• Pgs 113-114: Slavery the
Mainspring
• Pgs. 115-117: Politics of
Mercantilism & Wars for
Empire
• Pgs. 117-118: British
Colonial Regulation
• Pgs. 118-119 The Colonial
Economy
• Summarize your section
•
•
•
•
•
Who
When
Where
What
Why
AGENDA: BLOCK DAY 8/22 & 8/23
• Content: Religious dissent, tension between local and
imperial governing, sources of colonial conflict
• Skills: Cause and effect analysis
• Essential question: Why and how was imperial control being
extended in British colonial America during the 1600s?
• Agenda:
•
•
•
•
•
Finish jigsaw
Role of religious dissent in colonial history?
Proprietary colonies and imperial control
Indian policy: Was Penn on to something?
Sources of colonial violence?
JIGSAW
• Prompt:
• Explain the connection
between the institution of
slavery and the building
of a commercial empire.
• Groups
• Pgs 113-114: Slavery the
Mainspring
• Pgs. 115-117: Politics of
Mercantilism & Wars for
Empire
• Pgs. 117-118: British
Colonial Regulation
• Pgs. 118-119 The Colonial
Economy
• Summarize your section
•
•
•
•
•
Who
When
Where
What
Why
JIGSAW
• Explain the connection between the institution of
slavery and the building of a commercial empire.
• Create a thesis statement that responds to the
prompt
Role of religious dissent in colonial history?
• Discuss the role of religious dissent in the founding of
the New England colonies and in stimulating the
creation of others. (p.69-75 ? 70)
Where
When Causes
Maryland
1634
New
England
colonies
1620
Effects
Role of religious dissent in colonial history?
• Discuss the role of religious dissent in the founding of
the New England colonies and in stimulating the
creation of others. (p.69-75 ? 70)
Where
Hartford
When Causes
1636
Providence
1636
Hutchinson’s 1638
Followers
Pennsylvania 1682
Effects
PROPRIETARY COLONIES
• How did political developments in England affect
the founding and governing of English colonies
along the Atlantic seaboard?
PROPRIETARY COLONIES
Needs $, has to summon
Parliament
"poore, cold, and useless"
More religious tolerance
Catholic
Protestant
PROPRIETARY COLONIES
• By 1701, the British
monarchy had
tightened the
"imperial reins" over
its North American
possessions. (p.83)
What form did this
stronger central
control take?
COMPARE AND CONTRAST PENN'S INDIAN
POLICY WITH THOSE OF THE CHESAPEAKE AND
NEW ENGLAND COLONIES.
Chesapeake New England
Pennsylvania
WHAT WERE THE PRINCIPAL CAUSES OF
COLONIAL VIOLENCE AND WARFARE OF THE
LATE 17TH CENTURY? (P.76-84, ? 79)
BACON’S REBELLION: VIRGINIA,
1675-1676
Elite
Whites
Small
Farmers
Poor Whites/Former
Indentured Servants
African Slaves
Native Americans
AGENDA: FRIDAY 8/24/12
• Objective: Prepare for the first fluency fact review quiz
• Content: Colonial regions
• Skills: Compare and contrast, cause and effect
• Essential question: Why did the colonial regions
develop so distinctly?
•
•
•
•
Agenda:
1) Text structure: are you using it?
2) Fluency Fact Review Quiz preparation: W,W,W,W,W
3) Colonial regions comparison matrix
ARE YOU USING THE TEXT STRUCTURE?
P = Preview
R = Review
At the front of the book:
• Table of Contents outline (R)
• AP Guideline correlation (P, R)
Within each chapter:
• Chapter Outline (P, R)
• Key Topics (P)
• Maps, charts, pictures, captions, headings, glossary
definitions (P)
• Conclusion (R)
• Chronology (R)
• AP Prep Test (R)
FLUENCY FACTS
•
•
•
•
•
Who
Where
When
What
Why???
• 60 seconds
COLONIAL REGIONS COMPARISON
MATRIX
Geographic
Indian
American
Spanish
Borderlands
French
Crescent
New England
Middle
Colonies
Back Country
South
Economic
Political
Social/Cultural
Geographic Economic
Beyond
App. Mtns. Fur trade with
and in
Fr. and Br.,
Indian
Canada,
depen- dent
America
pressed by on European
eastern
goods
colonies
Spanish
Borderlands
Political
Social/Cultural
Some alliances
with Europeans,
others fight
intruders,
Iroquois
Confederacy
Increasing European
influence, diseases
ravage Native tribes,
keep being pushed
east
Great Universities,
SW U.S.,
model/thriving cities,
Tied to Spanish
Florida,
Mission Indians
mix of ethnic
crown and
New
for labor,
backgrounds
Catholic church,
(mestizos), mission
Mexico,
subsis- tence
presidios,
Texas,
agricul- ture,
systems, convert NAI
violence at
California, trading
to Catholicism, Some
borders
Arizona
inclusion regarding
NAI
Canada
(Quebec), Fur trade with
French
Mississippi NAI, sugar
Crescent
R.-->
plantation s
Louisiana
Ally with NAI
tribes, Catholic
imperial policy,
bishopric of
Quebec
Catholic, long lots,
frontier of inclusion,
mixed with NAI,
France sends few
settlers to New World
Geographic
New
England
Economic
Political
Agriculture,
Little distinction
commerce in between religious &
Northeastern
big cities,
secular authority,
coast, MA, CT,
shipping and freemen vote for
RI, NH, VT, ME
insurance
local officials,
services
General Court
Social/Cultural
Life heavily influenced by
religion, little tolerancehence Toleration Act,
Puritans, dissidents exiled,
social hierarchy, frontier of
exclusion
Middle
Colonies
NY, PA, NJ,
DE, MD
Agriculture,
worlds
breadbasket
Ethnically diverse,
religious/social toleration,
Quakers, appointed
communities tightly knit due
justices of the peace,
to barter system and kinship
property owners
bonds, high mobility rate,
elect local officials
decent relations with NAI in
PA, later frontier of exclusion
Backcountry
Shenandoa h
River Valley,
Appalachia n
highlands and
west
Commercial
farming,
mainly small
farms and
hunting
No legal title to land,
disdain for rank,
dominated by “big
men”, conflict with
NAI
Men-warriors, womendomestic labor, conflict over
land disputes and with NAI,
log cabins, less social
structure, frontier of exclusion
South
Rice,
tobacco,
and other
Chesapeak e
cash crops,
& Lower South
plantations,
reliance on
slave labor
Planter elite
dominate, county
courts, Church of
England
Triracial societies, very rural,
lower south- plantation
dominated social structure,
Chesapeake-Anglican
church and well developed
communities, frontier of
exclusion