Unit+1--Transatlantic+Encounters+and+Colonial+Beginnings

 **August 19-August 28 ** Lesson 1: New World Beginnings **Period: 1491-1607** Key Concepts 1.1 Before the arrival of Europeans, native populations in North America developed a wide variety of social, political, and economic structures based in part on interactions with the environment and with one another. 1.2 European overseas expansion resulted in the Columbian Exchange, a series of interactions and adaptations among societies across the Atlantic. 1.3 Contacts among American Indians, Africans, and Europeans challenged the world views of each group. 2.1 Differences in imperial goals, cultures, and the North American environments that different empires confronted led Europeans to develop diverse patterns of colonization. 2.2 European colonization efforts in North America stimulated intercultural contact and intensified conflict between the various groups of colonizers and native peoples. 2.3 The increasing political, economic, and cultural exchanges within the "Atlantic World" had a profound impact on the development of colonial societies in North America. // **Essentia****l Questions for Lesson 1** //
 * ======**What was America like before European contact? **======
 * ======**Who came here and why? **======
 * ======**What type of exchanges took place between the Old and New Worlds? **======
 * ======**Should we see the virtual extermination of Native Americans as the "victory" of a superior culture? **======

Recommended Media for Lesson 1

 * America before Columbus  (Gilder Lehrman - Charles Mann)
 * Motivations for European Exploration  (Gilder Lehrman - John Fea)
 * A Voyage Long & Strange  (Gilder Lehrman - Tony Horwitz)
 * Uncovering the New World Columbus Created  (Miller Center - Charles Mann)
 * Guns, Horses, & the Grass Revolution <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> (Gilder Lehrman - Elliot West)


 * <span style="font-family: Verdana,Geneva,sans-serif; line-height: 24px;">Other Websites of Interest for Lesson 1 **
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt; text-decoration: none;">When Worlds Collide <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> (PBS Video)
 * <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;">Pocahontas []
 * [|The Columbian Exchange]
 * Atlantic Monthly Article on 1491


 * <span style="font-family: Verdana,Geneva,sans-serif; line-height: 24px;">Key Vocabulary for Lesson 1 **
 * <span style="color: #800000; font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">Pueblo Indians, Mound Builders, Creeks, Choctaw, Cherokee, Iroquois, Christian World View, Native American World View, Difference in War, European Motives for Exploration, Spain, Christopher Columbus, Treaty of Tordesillas, Conquistadors, Hernando Cortes, Aztec Empire, Montezuma, Francisco Pizarro, Inca Empire, Columbian Exchange, Encomienda System, Hacienda System, Mission System, Mestizos, “Black Legend,” St. Augustine, New Mexico, Pueblo Revolt, Texas, California, France, Jacques Cartier, Samuel de Champlain, Coureurs de Bois, Antoine Cadillac, Robert de La Salle New Orleans, England, Sir Walter Raleigh, Roanoke **


 * <span style="font-family: Verdana,Geneva,sans-serif;">September 3-September 24 **


 * <span style="font-family: Verdana,Geneva,sans-serif;">Lesson 2: Colonial Society **


 * <span style="font-family: Verdana,Geneva,sans-serif;">Period: 1607-1754 **

**<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Essential Questions **
 * ======**<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">How did geography affect the development of colonial America? **======
 * ======**<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">How did the events of the English Revolution and the subsequent Glorious Revolution contribute to the American Revolution? **======
 * ======**<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">What role did religion play in motivating people to immigrate to the various colonies? **======
 * ======**<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">To what extent did colonists attempt to create a “shining light, a City on a Hill”—and were they successful? **======
 * ======**<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">How did the differences between Chesapeake and New England develop? What were these differences? **======
 * ======**<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">How did early slave systems in the North American colonies develop, and how were they similar or different from those that existed in other parts of the New World? **======


 * <span style="font-family: Verdana,Geneva,sans-serif;">Recommended Media for Lesson 2 **
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt; text-decoration: none;">Love and Hate in Jamestown <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> (Miller Center)
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt; text-decoration: none;">The Atlantic Slave Trade <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> (C-SPAN - Marcus Rediker)
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt; text-decoration: none;">Slavery & the Making of America <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> (Gilder Lehrman - James O. Horton)
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt; text-decoration: none;">Early American Slave Culture <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> (Gilder Lehrman - Philip Morgan)
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt; text-decoration: none;">The Salem Witchcraft Crisis of 1692 <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> (Gilder Lehrman - Mary Beth Norton)


 * <span style="font-family: Verdana,Geneva,sans-serif;">Other Websites of Interest for Lesson 2 **


 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt; text-decoration: none;">[|America in 1607] <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;">(National Geographic Website)
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt; text-decoration: none;">Jamestown: Primary Source Set <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> (Library of Congress Collection)
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt; text-decoration: none;">Virtual Jamestown <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> (Website)
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt; text-decoration: none;">Bacon's Rebellion <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> (College of William & Mary Simulation)
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt; text-decoration: none;">Salem Witch Trials <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> (University of Virginia Website)
 * <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;">[|Salem Witch Trials Podcast]
 * <span style="color: #0000ff; font-family: 'Times New Roman',serif; font-size: 12pt;">Benjamin Franklin: An American Life <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> (Gilder Lehrman - Walter Isaacson)
 * <span style="color: #0000ff; font-family: 'Times New Roman',serif; font-size: 12pt;">[|God in America] <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> (PBS Video)
 * <span style="color: #0000ff; font-family: 'Times New Roman',serif; font-size: 12pt;">Religion in 18th Century America <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> (Library of Congress Website)
 * <span style="color: #0000ff; font-family: 'Times New Roman',serif; font-size: 12pt;">John Peter Zenger Trial <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> (UMKC School of Law Website)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 1.5;">[|Visual History of the Development of Slavery in the New World]
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 1.5;">[|Short History of the Salem Witchcraft Trials]


 * <span style="font-family: Verdana,Geneva,sans-serif;">Key Vocabulary for Lesson 2 **


 * <span style="color: #800000; font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">Chesapeake Colonies, Virginia, Jamestown, Virginia Company, Virginia Charter, “Starving Time,” John Smith, Powhatans, Pocahantas, John Rolfe, House of Burgesses, Maryland, Sir George Calvert, Act of Toleration, Tobacco Plantation Economy, “Headright” System, Indentured Servants, Bacon’s Rebellion, Restoration Colonies, The Carolinas, British West Indies, Georgia, James Oglethorpe, Colonial Slavery, “Middle Passage,” Slave Codes, Gullah, Stono Rebellion, Southern Society, Protestant Reformation, Calvinism, Predestination, “Visible Saints,” Church of England, Puritans, Pilgrims,Mayflower, Plymouth Bay, Mayflower Compact, Thanksgiving, Squanto, Massasoit, William Bradford, Miles Standish, Puritans, Cambridge Agreement, Massachusetts Bay Colony, The “Great Migration,” John Winthrop, Covenant Theology, “City upon a Hill,” Congregational Church, Cambridge Platform, Quakers, Anne Hutchinson, Roger Williams, “Liberty of Conscience,” “Half-Way Covenant,” Salem Witch Trials, Cotton Mather, Rhode Island, Connecticut, Thomas Hooker, New Haven, Fundamental Orders, New England Federation, Pequot War, King Philip’s War, Dominion of New England, Mercantilism, Navigation Laws, Middle Colonies, Henry Hudson, New Netherlands, New Amsterdam, Patroonship, Peter Stuyvesant, New York, New York Chapter of Liberties, Leisler’s Rebellion, Pennsylvania, William Penn, “Holy Experiment,” Quakers, New Jersey, Delaware, **
 * <span style="color: #800000; font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">Population Breakdown, Structure of Colonial Society, Commerce and Trade, Transportation, State of Religion, The Great Awakening, Jonathan Edwards, George Whitefield, “Old Light” vs. New Light,” Baptists, Education, High Education, Culture and the Press, Phillis Wheatley, Benjamin Franklin, Zenger Case, Colonial Politics, Royal Colonies, Proprietary Colonies, Charter Colonies, Bicameral Legislatures, Governors, Age of Enlightenment, Classical Liberalism, Important Thinkers, John Locke, Baron de Montesquieu, Adam Smith, Deism **


 * <span style="font-family: Verdana,Geneva,sans-serif;">Homework in preparation for Monday, August 19, 2013: **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Read Chapter 1, Give Me Liberty, pps. 8-20 **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">As you read, interact with the material. What are you reading that surprises you? What questions do you have? What vocabulary is unfamiliar? **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">In your in-class notebook, comment on the reading. What did you learn? What would you like to know more about? **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Be prepared for a reading quiz. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Review the film below. The speaker is Charles Mann who has written two books focusing on the Americas before European contact. **
 * <span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">media type="custom" key="20608550"
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Read the articles at the link [|First Americans] **


 * <span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">Homework in preparation for Tuesday, August 20, 2013 **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Read Chapter 1, pps. 20-27, Give Me Liberty **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Watch this video from the series, 500 Nations. **
 * <span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">media type="custom" key="23625914"
 * <span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">T**<span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">hen, read Chapter 1 of Zinn's //a People's History//.You can link to the chapter here: [|Chapter 1 Zinn] **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Be prepared for a reading quiz over the text and discussion of the video/Zinn reading. **


 * <span style="font-family: Verdana,Geneva,sans-serif;">Homework in preparation for Wednesday, August 21, 2013 **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Read Chapter 1, pps. 27-40, Give Me Liberty **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Read the primary source document linked here. Encounter with Indians in the SouthwestRead the primary source document linked here.Description of the Destruction of the Indians\ **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Be prepared for a reading quiz. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">In your in-class notebook, react to the primary source documents that you have read. **


 * <span style="font-family: Verdana,Geneva,sans-serif;">Homework in preparation for Thursday, August 22, 2012 **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Read Chapter 1, pps. 40-48, Give Me Liberty **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">In your in-class notebook, comment on the reading. What are the new vocabulary terms? What did you learn? What surprised you? **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Be prepared for a reading quiz **

<span style="font-family: Verdana,Geneva,sans-serif;">**Homework in preparation for Friday, August 23, 2013**
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Wrap up reading **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">First FRQ will be assigned, due on Monday, August 26, 2013 **

<span style="font-family: Verdana,Geneva,sans-serif;">**Homework in preparation for Monday, August 26, 2013**
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">FRQ is due. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">FRQ (Free Response Question) Analyze the differences between the Spanish settlements in the Southwest and the Dutch or French colonies in North America in the 17th ** **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">century in terms of TWO of the following: Politics, Religion, Economic Development (2006) Post in google docs using the naming convention. Last Name--FRQ # 1--APUSH. Share with me (awright@oharahs.org) Due by midnight, 8/25/2013. You will need to remember to RENAME your document. USE Last Name--FRQ # 1--APUSH You can access Google Docs through Google Drive when you are logged into your gmail account. You can type directly in a word document or you can upload to Google Docs from your desktop or laptop. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Review of Dutch and French settlement in the New World via powerpoint. **

<span style="font-family: Verdana,Geneva,sans-serif;">**Homework in preparation for Tuesday, August 27, 2013**
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Celebration of Knowledge, Chapter 1, of Give Me Liberty **

<span style="font-family: Verdana,Geneva,sans-serif;">**Homework in preparation for Wednesday, August 28, 2013**
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Celtic Leadership Institute **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">We will "jigsaw" First Generations, a history of women in Colonial America (see link on schoology). You will be divided into groups and assigned to read one chapter of First Generations by Tuesday, September 3, 2013. Groups and readings will be assigned after our registration on Thursday. **

<span style="font-family: Verdana,Geneva,sans-serif;">**Homework in preparation for Thursday, August 29, 2013**
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Registration for Rockhurst University credit **

<span style="font-family: Verdana,Geneva,sans-serif;">**Homework in preparation for Friday, August 30, 2013**
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Cambridge Testing **


 * <span style="font-family: Verdana,Geneva,sans-serif;">Homework in preparation for Tuesday, September 3, 2013 **


 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Begin blog. Once each week, blog about anything that strikes your interest and is related in some way to American history. You can comment about items in the news, movies, books, things that you read about in class, websites, anything that might be of interest to you. See the blog rubric for evaluation. 10 points each week. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Jigsaw activity, First Generations.--Assignments have been shared via a Google Drive. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Take notes on your assigned chapter. Share these on google drive with me AND with the other people who have read the same chapter. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Participate in an “open forum” on September 3rd, 2013 Students who are absent for ANY reason will be required to write a 6 page paper covering their assigned chapter. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">In the open forum, you will be “sharing” your perspective on your assigned “woman” from First Generations. Focus on the unique perspective of women from your group. What kinds of work did these women do? How long did they live? What kind of relationship did they have with their husband, family, children? Who had the power in their society? How did women exercise power? What kinds of limitations did they face? What was their “material culture” (homes, furniture, etc.) like? How did they dress? Speak? Try to “represent” this woman for your group. What contribution did these women make to the evolution of an American culture? What economic/political contributions did these women make? What struggles did they face? Describe their “day to day” lives. What did they do for fun? How and why did they die? Are any specific women mentioned? If so, what happened to them? **


 * <span style="font-family: Verdana,Geneva,sans-serif;">Homework in preparation for Wednesday, September 4, 2013 **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Read pps. 54-63, Chapter 2, Give Me Liberty. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Post in your in class notebook a comment about the reading. What did you find thought provoking? Interesting? New? Foner's book focuses on the concept of freedom. How did English immigrants define freedom? Native Americans? **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">//Review the Chesapeake colonization powerpoint at Sue Pojer's website. The link is provided below.// **
 * <span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">**//[|Sue Pojer's Website]//**


 * <span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">Homework in preparation for Thursday, September 5, 2013 **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Read pps. 63-69, Chapter 2, Give Me Liberty. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">In your in class notebook, comment about the reading. What did you find interesting? What do you want to know more about? What questions do you have? What seemed unusual or different? **


 * <span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">Homework in preparation for Friday, September 6, 2013 **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Read pps. 69-76, Chapter 2, Give Me Liberty **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Read from After the Fact, Serving Time in Virginia **
 * [[file:Serving Time in Virginia.pdf]]
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">As you read “Serving Time in Virginia” you should consider these questions and be prepared to address them in class. In general, the focus of the piece is on the problems of historical evidence, and how evidence can be used to yield insights. **
 * 1) **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">What are the two problems presented by the evidence of Cap. John Smith’s history of Virginia? **
 * 2) **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;"> How do the records of Virginia’s General Assembly differ in their problems from Smith’s **
 * 3) **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">(What is the difference between a narrative account of a baseball game and a box score? **
 * 4) **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;"> What is the key to an historical interpretation of this evidence? **
 * 5) **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;"> According to “Serving Time,” what are the elements of the striking picture of Virginia society that recent historians have reconstructed? **
 * 6) **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;"> How is this reconstruction related to evidence? **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Be prepared to answer these questions. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">In your in class notebook, prepare a Venn diagram that lists similarities and differences between Chespeake and New England colonies. **


 * <span style="font-family: Verdana,Geneva,sans-serif;">Homework in preparation for Monday, September 9, 2013 **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Read pps. 76-88, chapter 2, Give Me Liberty **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">In your in-class notebook, comment about the reading. What did you find interesting? What do you want to know more about? What questions do you have? **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">In addition for Monday, complete the AP Writing the DBQ worksheet. You can print it out or answer the questions in a word or google document. You may either turn it in or share it. The answers are based on the documents in the DBQ listed below. A DBQ is a "Document Based Question." It poses a question which can be answered with BOTH outside information (like that you learn from your text) AND the documents. The worksheet is a chance to "practice" doing a DBQ before you actually have to do one! **
 * [[file:AP Writing the DBQ.pdf]]
 * <span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 0px; overflow: hidden;">[[file:DBQ Puritans.pdf]]


 * <span style="font-family: Verdana,Geneva,sans-serif;">Homework in preparation for Tuesday, September 10, 2013 **


 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">This is a catch up day for you. Review and re-read. Take notes, if necessary. **
 * <span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">**Review the New England Colonization powerpoint at Sue Pojer's website.**
 * <span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">**[|Sue Pojer's Website]**
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Review the video from the 500 Nations about the Pilgrims and Native Americans. **
 * <span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">media type="custom" key="20329916"
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Read John Winthrop's "A Model of Christian Charity" available at the website below. Be prepared to answer the questions. **
 * <span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">[|A Model of Christian Charity]


 * <span style="font-family: Verdana,Geneva,sans-serif;">Homework in preparation for Wednesday, September 11, 2013 **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Read pps. 95-101, Chapter 3, Give Me Liberty **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">In your in-class notebook, answer the question of how the restoration colonies differed from those settled before the English Civil War. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Review the Restoration colonization point at Sue Pojer's website. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">[|Sue Poyer's Website] **


 * <span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">Homework in preparation for Thursday, September 12, 2013 **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Read pps. 101-108, Chapter 3, Give Me Liberty. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Read Bacon's Manifesto. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">[|Bacon's Declaration] **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Answer these questions in your in-class notebook. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">There are some valuable resources at this site: [|Africans in America] **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">For Monday, go to the website, click on the Terrible Transformation, Resource Bank link. Find one primary source document to summarize. Use the primary source document analysis form to complete your analysis. You may open it and share it on schoology via the dropbox (direct from Good Reader) or you may email it to me from Good Reader or you can print it out and fill it out. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">[|Primary Source Document Analysis Worksheet] **


 * <span style="font-family: Verdana,Geneva,sans-serif;">Homework in preparation for Friday, September 13, 2013 **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Read pps. 108-113, Chapter 3, Give Me Liberty **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Read The Visible and Invisible Worlds of Salem in After the Fact (AF) **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">In your in class notebook, comment about the reading. What did you find particularly interesting, disturbing? How does the lesson of Salem reverberate in today's world? **
 * <span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">**For reference, consult the website below from UMKC.**
 * <span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">**[|Salem Witchcraft Trials]**


 * <span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">Homework in preparation for Monday, September 16, 2013 **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">FRQ: How did the witchcraft crisis of 1692 reflected tensions in the society of colonial New England? (think political, economic, cultural, social tensions) REMEMBER to USE EVIDENCE. BE SPECIFIC. Support your thesis. Use Friday's reading and the text material. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Primary Source Document Analysis Due (see Thursday's assignment) **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Read pps. 113-130, Chapter 3, Give Me Liberty. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Takes notes over the reading and have these in a form that is readily checkable at the beginning of class. You may use them on your quiz. **


 * <span style="font-family: Verdana,Geneva,sans-serif;">Homework in preparation for Tuesday, September 17, 2013 **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Read pps. 137-147, Chapter 4, Give Me Liberty **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Take notes on the reading and be prepared to have those checked on Tuesday morning. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Watch the video: Slavery and the Making of America, Part I, the Downward Spiral **
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 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">In your in-class notebook, comment on the video. Why is it important to learn the story of slavery in early America? **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">(Optional) Listen to the Gilder Lehrman lecture referenced at the top of the page, Slavery and the Making of America. It is embeded below.Although it is rather long, about 45 minutes, it is important to hear working historians speaking about their craft and their work. So, make the time to listen to it. You can download these podcast lectures at the Gilder-Lehrman website **
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 * <span style="font-family: Verdana,Geneva,sans-serif;">Homework in preparation for Wednesday, September 18, 2013 **


 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Read pps. 147-166 in Chapter 4, Give Me Liberty **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">God in America (American Experience & Front Line) **


 * <span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">Homework in preparation for Thursday, September 19, 2013 **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Read Sinners in the Hands of An Angry God at the website below. AFTER you have read the sermon below, respond to the questions below. We will answer at least 2-3 of these in your in class notebook. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">[|Sinners in the Hands of an Angry God] **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Questions over the reading. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">What was stirring, striking, or memorable to you in reading this sermon? **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">What images or analogies does Jonathan Edwards use to evoke the situation of the unconverted? (What does it mean to be unconverted?) **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">What are the most prominent themes communicated by these images? **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">How are listeners meant to feel? **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Come up with another image that conveys a predicament similar to the plight of the sinner that Edwards speaks of. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Edwards communicates the danger of death and damnation that faces the unconverted. What might his listeners think would preserve the wicked? How does Edwards counter these assumptions? **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">What is the predicament of the unconverted, including those among his listeners? **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">How does this sermon work? What makes/made it effective? **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">What are Edwards’ sources of authority or credibility? How does he elicit a response from his listeners? **

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 * <span style="font-family: Verdana,Geneva,sans-serif;">Homework in preparation for Friday, September 20, 2013 **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Read pps. 166-174, Chapter 4, Give Me Liberty **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">In your in class notebook, prepare a diary entry in the voice of a colonial soldier in the French and Indian War. What experiences have you had? How has mixing with colonials from other parts of the 13 colonies impacted you? What opinions do you have the British regulars? Of the war itself? What difference has the war made? **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">This is another video from the Hippocampus website on the French-Indian War. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">[|French and Indian War] **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Watch this series from 500 Nations. **
 * **<span style="font-family: Verdana,Geneva,sans-serif;">Review French and Indian War powerpoint at www.pptpalooza.net **
 * **<span style="font-family: Verdana,Geneva,sans-serif;">[|Sue Pojer's Website] **


 * <span style="font-family: Verdana,Geneva,sans-serif;">Homework in preparation for Monday, September 23, 2013 **


 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">In class DBQ-English Colonies, North and South. We will write our first DBQ in class. Please read the documents and be prepared to write on Monday. As you read the documents look at the follow questions. **


 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Who is the Speaker? **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">The voice that tells the story. Before students begin to write, they must decide whose voice is going to be heard. Whether this voice belongs to a fictional character or to the writers themselves, students should determine how to insert and develop those attributes of the speaker that will influence the perceived meaning of the piece. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">What is the Occasion? **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">The time and the place of the piece; the context that prompted the writing. Writing does not occur in a vacuum. All writers are influenced by thelarger occasion: an environment of ideas, attitudes, and emotions that swirl around a broad issue. Then there is the immediate occasion: an event or situation that catches the writer's attention and triggers a response. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Who is the Audience? **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">The group of readers to whom this piece is directed. As they begin to write, students must determine who the audience is that they intend to address. It may be one person or a specific group. This choice of audience will affect how and why students write a particular text. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">What is the Purpose? **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">The reason behind the text. Students need to consider the purpose of the text in order to develop the thesis or the argument and its logic. They should ask themselves, "What do I want my audience to think or do as a result of reading my text?" **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">What is the Subject? **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Students should be able to state the subject in a few words or phrases. This step helps them to focus on the intended task throughout the writing process. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">What is the Tone? **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">The attitude of the author. The spoken word can convey the speaker's attitude and thus help to impart meaning through tone of voice. With the written word, it is tone that extends meaning beyond the literal, and students must learn to convey this tone in their diction (choice of words), syntax (sentence construction), and imagery (metaphors, similes, and other types of figurative language). The ability to manage tone is one of the best indicators of a sophisticated writer. **

//<span style="font-family: Verdana,Geneva,sans-serif;">**Celebration of Knowledge, Tuesday, September 24, 2013** //