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 1636Providence 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 WhitesSmall

FarmersPoor 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 = PreviewR = 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 EnglandMiddle Colonies

Back CountrySouth

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