U S H A P W E E K 2
COLONIAL AMERICA
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
InclusionExclusion
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 single-
mindedly 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?
Where When
Causes Effects
Maryland 1634
New England colonies
1620
• 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)
Role of religious dissent in colonial history?
Where When
Causes Effects
Hartford 1636
Providence 1636
Hutchinson’s Followers
1638
Pennsylvania
1682
• 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)
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
Pennsylvania
New England
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 Economic Political Social/Cultural
Indian American
Spanish Borderlands
French Crescent
New England
Middle Colonies
Back Country
South
Geographic Economic Political Social/Cultural
Indian America
Beyond App. Mtns. and in Canada, pressed by eastern colonies
Fur trade with Fr. and Br., depen-dent on European goods
Some alliances with Europeans, others fight intruders, Iroquois Confederacy
Increasing European influence, diseases ravage Native tribes, keep being pushed east
Spanish Border-lands
SW U.S., Florida, New Mexico, Texas, California, Arizona
Mission Indians for labor, subsis-tence agricul-ture, trading
Tied to Spanish crown and Catholic church, presidios, violence at borders
Great Universities, model/thriving cities, mix of ethnic backgrounds (mestizos), mission systems, convert NAI to Catholicism, Some inclusion regarding NAI
French Crescent
Canada (Quebec), Mississippi R.--> Louisiana
Fur trade with NAI, sugar plantations
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 Economic Political Social/Cultural
New Eng-land
Northeastern coast, MA, CT, RI, NH, VT, ME
Agriculture, commerce in big cities, shipping and insurance services
Little distinction between religious & secular authority, freemen vote for local officials, General Court
Life heavily influenced by religion, little tolerance- hence Toleration Act, Puritans, dissidents exiled, social hierarchy, frontier of exclusion
Middle Colon-ies
NY, PA, NJ, DE, MD
Agriculture, worlds breadbasket
Quakers, appointed justices of the peace, property owners elect local officials
Ethnically diverse, religious/social toleration, communities tightly knit due to barter system and kinship bonds, high mobility rate, decent relations with NAI in PA, later frontier of exclusion
Back-coun-try
Shenandoah River Valley, Appalachian 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, women-domestic labor, conflict over land disputes and with NAI, log cabins, less social structure, frontier of exclusion
South Chesapeake & Lower South
Rice, tobacco, and other cash crops, 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