AP United States History
Indicators, Objectives, and Central Themes (Big Ideas)
Unit 1: Colonial America (Each day includes two multiple choice AP Style Formative Questions)
Objectives
Students will analyze and evaluate
an historical monograph in order to
determine the nature of the history
Indicators
1.
Define History
2. Analyze the Relationship of
the historian to History
3. Determine problems faced
by the historian
Students will, identify, explain, and
analyze global events from multiple
perspectives in order to draw
conclusions about their
relationships to the discovery,
colonization, and transformation of
the New World
1.
Review the social, political,
economic, and
technological factors
contributing to the
European explorations of
the 15th and 16th century
2. Analyze European
explorations, colonization,
and rivalries
3. Assess the impact of
exploration and
colonization of the New
World from the
perspectives of Europeans
and Native Americans
Students will identify, explain, and
analyze political, social, religious
and economic developments from
1607-1763 in order to compare and
contrast values, behaviors, and
1. Compare and contrast the
geographic characteristics
of the New England,
Middle, Chesapeake, and
Southern Colonies
Standards
Historical Analysis and Skills
Development
8.1.12.A
8.1.12.C
8.1.12.D
United States History
8.3.12.A
8.3.12.C
8.3.12.D
Learning to Read Independently
1.1.11.A
1.1.11.B
1.1.11.G
Reading Critically in All Content Areas
1.2.11.A
Historical Analysis and Skills Development
8.1.12.A
8.1.12.B
8.1.12.C
8.1.12.D
United States History
8.3.12.A
8.3.12.B
8.3.12.C
8.3.12.D
Learning to Read Independently
1.1.11.A
1.1.11.B
1.1.11.G
Reading Critically in All Content Areas
1.2.11.A
Types of Writing
1.4.11.B
1.4.11.C
1.4.11.D
Quality of Writing
1.5.11.A
1.5.11.B
1.5.11.C
1.5.11.D
1.5.11.E
1.5.11.F
1.5.11.G
Speaking and Listening
1.6.11.A
1.6.11.B
1.6.11.C
1.6.11.D
1.6.11.E
Research
1.8.11.A
1.8.11.B
1.8.11.C
Historical Analysis and Skills Development
8.1.12.A
8.1.12.B
8.1.12.C
8.1.12.D
United States History
institutions within the American
colonies
2. Compare and contrast the
economic characteristics of
the New England, Middle,
Chesapeake, and Southern
colonies
3. Compare and contrast the
lives the experiences of
religion on the lives of the
settlers in Puritan New
England and other colonies
8.3.12.A
8.3.12.B
8.3.12.C
8.3.12.D
Reading, Writing, Speaking and Listening
Learning to Read Independently
1.1.11.A
1.1.11.B
1.1.11.G
Reading Critically in All Content Areas
1.2.11.A
4. Analyze the impact of
religion on the lives of the
settlers in Puritan New
England
5. Determine the impacts of
English social and political
heritage in the American
colonies
6. Assess the degrees of
religious toleration in
colonial America
Types of Writing
1.4.11.B
1.4.11.C
1.4.11.D
Quality of Writing
1.5.11.A
1.5.11.B
1.5.11.C
1.5.11.D
1.5.11.E
1.5.11.F
1.5.11.G
Speaking and Listening
7. Analyze social structure,
social mobility, and the
evolution of democratic
practices in the American
colonies
8. Evaluate mercantilism from
the perspectives of England
and the American colonies
1.6.11.A
1.6.11.B
1.6.11.C
1.6.11.D
1.6.11.E
Research
1.8.11.A
1.8.11.B
1.8.11.C
9. Determine the impact of
European rivalry and Native
American conflicts on the
American colonies
Unit 1: Colonial America (Unit Overview)
Day
Classwork
1. Classroom rules and procedures
2. STAR Partner activity
1
3. Develop Personal Action Plans for the school year
4. Diagnostic Testing (major dates, interests, Unit 1)
Homework
Read “The Strange Death of Silas Deane”
Read Chapter 2 of Lies My Teacher Told
Me (1493: The True Importance of
Christopher Columbus)
Take Unit Preliminary Diagnostic Quiz
Take a Unit Interests Diagnostic Quiz
1. Discuss “The Strange Death of Silas Deane”
2. Read and discuss “The True Story of the 3 Little Pigs”
2
3. Discuss Columbus Questions and Collect
Read Chapter 1 of American Pageant
(pages 4-23) Create Cornell Notes
Complete Spanish Conquistadore
Primary Source Worksheet
4. Display and discuss Columbus Cartoon (biased)
5. Analyze Columbus Cartoon Video
6. Complete Columbus Cartoon Worksheet
1. Notes on cause of Age of Exploration
2. Notes on Portuguese Exploration
3. Orient Trade Map Analysis
3
4. Notes on Portuguese Exploration
5. Columbian Exchange (Think-Pair-Share)
6. Spanish Conquistadore “Guess Who”
Read and complete “Motivation for
English Colonization” Primary Source
Worksheet
Assign tri-fold on impact of Europeans
on the native Americans: Due on day we
discuss colonist Interaction with Native
Americans
American Pageant (pages 25-34) Create
cause/effect graphic organizer
7. Spanish Conquistadore Primary Source (Jigsaw)
8. Map of Cortes March to Tenochtitlan (Transparency
2)
1. English Age of Exploration Person “Line-up”
2. Map of European Colonies 1650 (Transparency 3)
4
3. Notes on British History and Coming to Power (focus
on Reformation and impact)
4. Complete colonial geography activity so students
know the characteristics of each region (review this
activity groups presenting information and drawing
conclusions
5
Read “Serving Time in Virginia”
(Dialogue Journal)
Read “Getting a Better Idea of What
Marylanders Were Like”
Create a compare/contrast chart for
colonial Maryland and Virginia
1. Students look at list of travelers who came to
Jamestown and hypothesize about why certain
individuals came/did not come
Assign Three Regions Worksheet
(colony, year founded, founder, Unique
features, Economy, Region, Daily life)
2. Discuss “Serving Time In Virginia” and “Marylanders
were Like” article
American Pageant (pages34-42 and
Chapter 4 pages 66-82) Might need to
reference parts of Chapter 3
3. Compare and contrast colonial Virginia to colonial
Maryland (reasons for founding, differences in
religion)
4. Compare life in Middle and Southern colonies
5. Maryland Plantation Map-Humanities Transparency 8
6. Let’s Play Dead -Formative Assessment
Indentured Servitude and Slavery
Primary Source Worksheet
6
1. Complete activity “Old Bones Tell Grim Tales”
cooperative pairs – STAR partner
Assign Reading and accompanying
questions for “The Puritans and Sex”
2. Present more notes on comparison of life in Middle
and Southern colonies
Read “Were the Puritans Puritanical?”
and complete assignment (Yes or No and
Why)
3. 17th Century travel article activity – create an
advertisement paragraph with partner to attract people
to settle in the New World (Virginia)
4. Formative Assessment - Quiz
1. Initial reaction of article (Puritan Intro Video)
2. Pilgrims going to church transparency and hypothesis
(Humanities Transparency 6) ( Journal Response)
7
American Pageant (pages 43-47)
Puritanism DEJ (Pre-Journal) – online
discussion
Read “Were the Puritans Puritanical?”
and complete assignment (if not assigned
on day before)
3. Present notes on establishment of New England
Colonies and Massachusetts Bay Colony
Read Petitions and Letters of William
and Mary Dyer (page 21 of Dissent in
America) – SOAPSTONE strategy
4. Notes with John Calvin, Ideas inherent in the
settlement of MA, concept of the “elect,” why MA
was a quasi-theocracy and Halfway Covenant
American Pageant, 47-52 (Cause/Effect
Graphic Organizer)
5. Discussion of “Puritans and Sex” and “Puritanical
article”
Journal entry “Is America a city upon a
hill?” (online Discussion board)
6. Focus on primary and secondary sources from the
article
7. John Winthrop and “city upon a hill”
1. Discuss Puritan Article
2. Discuss role of women in New England and Puritan
culture
8
3. Discuss roles of dissenters
4. Students present stories of religious dissenters
5. Read Trial of Anne Hutchinson (Page 47 of the
American Spirit Volume 1)
9
Read “The Visible and Invisible Worlds
of Salem” from After the Fact (Lit Circle)
Read “Salem Witchcraft Hysteria” (page
80-81 in American Spirit Volume 1)
Read Indian White Relations in Colonial
New England: Three Views of King
Phillip’s War (Page 52-57 American
Spirit Volume 1) (JIGSAW- 1 article)
6. Read play “The Church Trial of Mistress Ann
Hibbens” and discuss
American Pageant, 79-80
1. Discussion Salem Article
Read Bacon’s Rebellion and It’s
Aftermath (page 70-73 American Spirit
Volume 1)
2. Investigate accused “witch” and present outcome and
analyze causes/results of with craft hysteria through
maps and simulations
3. Notes on colonial relations with Indians
4. Discuss Articles on Three Views of King Philip’s War
Puritanism DEJ (Post Journal)
Stono Rebellion (page 75 American
Spirit Volume 1)
American Pageant, page 68
Tri-fold Brochure is Due
1. Discuss Rebellion Articles
2. Construct Cause-Effect Graphic Organizers
10
3. Hypothesize perspectives of groups involved (slaves,
New Englanders, Middle Colonies, and Southerners)
Read Page 76-79 (From America Past
and Present AP Edition) a flow chart
connecting all relating facts (like connect
the dots but connects the people, events,
etc)
4. Analyze chart on page 70 of slavery population: Draw
conclusions
5. Discuss indentured servitude and slavery worksheet (if
didn’t previously discuss)
6. Formative Assessment - Quiz
1. Teach students how to write a DBQ based on practice
worksheets and how to breakdown a topic
11
2. Use the DBQ from 1993: “Although New England
and the Chesapeake region were both settled largely
by people of English origin, by 1700 the regions had
evolved into two distinct societies. Why did this
difference in development occur?
1. Students write DBQ in class on Chesapeake and New
England colonies
American Pageant, Chapter 4 (pages 6683) and create Cornell notes, Concept
Map, graphic organizers or some other
type of comprehension organization
strategy that covers chapter content
American Pageant, Pages 84-94,102, and
create Cornell notes, Concept Map,
graphic organizers or some other type of
comprehension organization strategy that
covers chapter content
Read John Peter Zenger Article (Pages
100-102 from The American Spirit
Volume 1 (Answer question online
discussion)
12
Read The West Indian Connection and
The Pattern of Colonial Commerce
(pages94-96) from the American Spirit
Volume 1
1. Place map of Colonial Trade, 1750 on overhead
(Transparency 4)
13
2. Structure/Mixture of Colonial society (especially the
Germans and Scots-Irish) – analyze chart on page 90
of the American Spirit Volume 1
3. Discussion on Economy (mercantilism) and Politics of
Colonial America
4. Notes on Magna Carta, Petition of Right, English Bill
of Rights
5. Discussion on mistake to allow colonial self
American Pageant, Pages 89-90, 95
Information can be found in Chapter 4
and Chapter 5 of the American Pageant
to compare North America Regions
government “salutary neglect”
1. Discuss social structure of the 13 colonies
2. Notes on established churches and which colonies had
them and didn’t
14
Read A People and A Nation (pages 93100) and answer the corresponding
worksheet
3. Students analyze the data on the charts presented on
Page 95 of the American Pageant and draw
conclusions about religion in the three different
regions in the American colonies
Complete additional research on the
Enlightenment and Great Awakening to
be prepared to debate which had a bigger
impact on American society – colonial
and after (place on index cards)
4. Extra time: Review colonial comparison chart
American Pageant, pages 96-97
5. Formative Assessment - Quiz
American Spirit, Pages 90-92 (George
Whitefield and Jonathan Edwards
1. Debate whether the Great Awakening of
Enlightenment had a bigger impact on American
society
15
16
2. Provide review of Great Awakening and
Enlightenment – complete in class hopefully
1. Day built into the Unit just in case we need extra time
or did not keep up with the schedule anticipated: Go
over essential questions and review if students ask
specific questions
2. Colony Simulation “Coming to America”
17
1. Colonial America Unit Exam (Multiple Choice, Short
Answer, and Essay)
Collect Colony Comparison chart