Chapter 2

*AP U.S. History

August 27/28 – Chapter 2*AGENDA

*Bell Ringer

*Materials check

*Review Quiz 1 & Debrief

*Primary vs. Secondary Sources

*Life in the 1500s

*Big Picture – English Motives for Colonization

*Life in the Colonies & Primary Source Analysis

*Reminders

*DUE TODAY: Signed syllabus & reading quiz 1

*Quiz 2 & Map Quiz – 31/1

Bell Ringer & CLO(s)Bell Ringer: Should “Columbus Day” be a national holiday in the United States? Please explain your answer.

CLO(s) – Students will:

*Communicate ideas by debriefing their chapter 1 quiz as a class and checking for understanding.

*Investigate the World by identifying similarities and differences between four regional colonies by completing a graphic organizer in small groups.

* Investigate the World and Recognize Perspectives by analyzing primary sources to further their understanding of life in the colonies.

Primary vs. Secondary Source*Primary Source

• A primary source is a document or physical object which was written or created during the time under study. These sources were present during an experience or time period and offer an inside view of a particular event. Some types of primary sources include:

• ORIGINAL DOCUMENTS (excerpts or translations acceptable): Diaries, speeches, manuscripts, letters, interviews, news film footage, autobiographies, official records

• CREATIVE WORKS: Poetry, drama, novels, music, art

• RELICS OR ARTIFACTS: Pottery, furniture, clothing, buildings• Examples of primary sources include:

• Diary of Anne Frank - Experiences of a Jewish family during WWII

• The Constitution of Canada - Canadian History

• A journal article reporting NEW research or findings

•Weavings and pottery - Native American history

• Plato's Republic - Women in Ancient Greece • http://www.princeton.edu/~refdesk/primary2.html

Primary vs. Secondary Source*Secondary Source•What is a secondary source?

• A secondary source interprets and analyzes primary sources or events. These sources are one or more steps removed from the event. Secondary sources may have pictures, quotes or graphics of primary sources in them. Some types of secondary sources include:

• PUBLICATIONS: Textbooks, magazine articles, histories, criticisms, commentaries, encyclopedias

• A journal/magazine article which interprets or reviews previous findings

• A history textbook

• A book about the effects of WWI

•http://www.princeton.edu/~refdesk/primary2.html

Aug 31/Sep 1 – Chapter 2*AGENDA

*Bell Ringer

*Assign Numbers

*Chapter 2 Reading Guide

*Primary Source Analysis – 25 minutes

*Life in the Colonies – Small groups

*Chapter 2 Quiz & Map Quiz

*Life in the 1500s

*Short Answer

*Exit Ticket

*Reminders

*Quiz 3 – September 9/10

Bell Ringer & CLO(s)Bell Ringer: Why are you taking this class? Complete on a separate sheet of paper, you’re turning this in!

CLO(s) – Students will:

*Investigate the World by identifying similarities and differences between four regional colonies by completing a graphic organizer in small groups.

* Investigate the World and Recognize Perspectives by analyzing primary sources to further their understanding of life in the colonies.

*Communicate ideas by completing a reading comprehension quiz for chapter 2.

*Investigate the World and Communicate Ideas by deconstructing and answering a collegeboard short answer question individually and in small group.

September 2/3 – Chapter 2*AGENDA

*Bell Ringer

*Chapter 2 Quiz & Map Quiz

*Life in the 1500s

*Short Answer

*Multiple Choice

*Historical Narrative

*Reminders

*Quiz 3 & Historical Narrative – September 9/10

Bell Ringer & CLO(s)Bell Ringer: Bones – Historical Thinking Skills

CLO(s) – Students will:

*Communicate ideas by completing a reading comprehension quiz for chapter 2.

*Investigate the World and Communicate Ideas by deconstructing and answering a College Board short answer question and multiple choice questions individually and in small groups.

*Construct an outline for a historical narrative based on evidence from the colonial period.

Short Answer

Directions: Use complete sentences; an outline or bulleted list alone is not acceptable.

*You MUST provide evidence and thoroughly explain that evidence.

*Write more than you think you should.

*I suggest you identify each part of your answer (a, b, c) on the paper.

Short Answer PromptUse your knowledge of United States history to answer a, b, and c.

a)Choose ONE of the early American settlements and describe how cooperation, competition or conflict contributed to its identity.  

b)Use ONE piece of historical evidence to support your explanation.

c) Compare your answer in part (a) to ONE other American settlement.

September 4/8 – Chapter 2*AGENDA

*Bell Ringer

*Multiple Choice

*Short Answer

*Thesis Writing & LEQ Prompt

*Historical Narrative

*Reminders

*Quiz 3 & Historical Narrative – September 9/10

Bell Ringer & CLO(s)Bell Ringer: Assume you’ve been transported back in time to early colonial America. Which colonial region would you pick to live in an why? Use evidence!

CLO(s) – Students will:

*Investigate the World and Communicate Ideas by deconstructing and answering multiple choice questions in small groups.

*Investigate the World and Communicate Ideas by deconstructing and answering a College Board short answer question individually.

*Investigate the World and Communicate Ideas by writing and collaborating on thesis writing individually and in small groups.

*Investigate the World and Recognize Perspectives by constructing an outline for a historical narrative based on evidence from the colonial period.