THE DIVERSITY OF AMERICAN COLONIAL SOCIETIES CHAPTER 17:

T H E D I V E R S I T Y O F A M E R I C A N C O L O N I A L S O C I E T I E S

CHAPTER 17:

TEST TODAY!

• AIM: How did Europe transform political, socially, and economically between 1500 and 1750?• DO NOW: Take a scantron. Hand in your paper.• Your homework tonight: read and take detailed

Cornell Notes on pages 431-445.

DAY ONE 11/13:A I M : H O W D I D T H E D E V E LO P M E N T O F E U R O P E A N C O LO N I E S I N

T H E A M E R I C A N S A LT E R T H E N AT U RA L E N V I R O N M E N T ?

DO NOW: BASED ON THE CHART, WHAT WERE THE 3 MOST SIGNIFICANT EXCHANGES THAT TOOK

PLACE. EXPLAIN YOUR ANSWER.

SPANISH AMERICA AND BRAZIL

Think/Pair/Share:1. How did early settlers from Spain and Portugal want

to structure the new colonial societies?2. What was the purpose of the Council of the Indies?

What limited its power?3. To what extent was the Catholic Church significant in

the colonies?4. Who was Bartolome de Las Casas and what was his

goal?5. Define and explain the significance of the

encomienda system.6. Draw a picture of society in Colonial Latin American

DOCUMENT ANALYSIS

• With a partner, complete a detailed SOAPSTone on Documents A and B. • When you have finished, consider the following

questions:1. How are the documents similar? How are they

different?2. How does each document use Christianity? 3. How does each author show his support or

disapproval for slavery? Cite evidence from the text.

CLOSURE: SOAPSTONE THIS IMAGE

Homework: Read and take detailed Cornell notes on pages 445-452

DAY TWO 11/14:A I M : T O W H AT E X T E N T D I D T H E E N G L I S H A N D F R E N C H

C O LO N I E S D I F F E R F R O M T H E S PA N I S H A N D P O RT U G U E S E ?

DO NOW: WHAT CONFLICT IS THIS MAP SHOWING. EXPLAIN YOUR ANSWER.

WHILE YOU WATCH MANKIND, CONSIDER THE FOLLOWING:

• What did Pilgrims believe?• Were the Pilgrims successful? Why or why not?• Why was the English encounter with Native

Americans shown in the film surprising?• What makes Squanto unique?

GROUP WORK:

• Directions: Review your assigned region in your groups. Create a short presentation on chart paper that will teach your classmates about the major characteristics of your assigned region. Remember to include all significant vocabulary terms!

• The South: Grismely, Nushra, Besart, Rachelly, Jesus, Alfonso, Anthony, Danielle

• New England: Rosalva, Salimantou, Alexander, Eidry. Estephany, Andrea, Nur, Farjana

• The Middle Atlantic Region: Lizeth, Rebecca, Michael, Diana, Heison, Erin, Monica, Nnennaya

• French America: Natalia, Isabel, Selena, Diana Martinez, Jacqueline, Jessica, Steven

DAY THREE 11/15:A I M : T O W H AT E X T E N T D I D T H E E N G L I S H A N D F R E N C H


DO NOW: WHY IS THIS CONFLICT CONSIDERED THE FIRST “WORLD WAR”? WHAT IS THE DIFFERENCE

BETWEEN THE FIRST AND SECOND MAP?

PREPARE FOR PRESENTATIONS:

• Get into your groups from yesterday. Create a presentation for the class on your region of North America. In your presentation you should consider the following:• Who settled in this region and why?• What did the colonists encounter when they arrived?• What challenges did they face and how were they able to

overcome these challenges?• What was their relationship to the native Americans and

the other colonists?

PRESENTATIONS!

• Presenters: Present your ideas to the class. You are the teacher! We are practicing this standard:• Present information, findings, and supporting evidence,

conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

• Audience: Ask clarifying and open-ended questions during the presentations.

DAY THREE 11/15:A I M : T O W H AT E X T E N T D I D T H E E N G L I S H A N D F R E N C H


DO NOW:

• Who was Tupac Amaru? How does his life uniquely show the major characteristics of1450-1750?

PRESENTATIONS DAY TWO!

• Presenters: Present your ideas to the class. You are the teacher! We are practicing this standard:• Present information, findings, and supporting evidence,

conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

• Audience: Ask clarifying and open-ended questions during the presentations.

• AIM: To what extent did the English and French colonies differ from the Spanish and Portuguese?

THINK/PAIR/SHARE

• Step One: Try to answer the questions on your own using your Cornell Notes from this chapter

• Step Two: Share your responses with a partner• Step Three: Pair share! Turn your desks to face another pair.

Share your answers with them. Remember to use the academic language sentence starters to agree, disagree, or add to the discussion

• Make a comparative analysis of the economies and labor systems of the Portuguese, Spanish, French, and English colonies.

• Explain the causes and long-term implications of the different social structures and political institutions of the Spanish and the English colonies.


CLOSURE

• What will happen next in the story of colonial America? Make a prediction based on the discussion • HW: Read pages 458-467. Take Cornell notes and

answer the following questions:• What factors led to the development of the African slave

trade?• How did the cultivation of sugar impact the environment?• Describe plantation life. How did slaves react to life on the

plantation? How did European planters?• How did participation in the Atlantic system affect social and

political development in Africa and the Americas?• Do you agree with the statement: “Slavery was not born of

racism: rather, racism was the consequence of slavery?”.
