guided reading & analysis: a new world chapter 1- a new ......guided reading & analysis: 13...

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Guided Reading & Analysis: A New World

Chapter 1- A New World of Many Cultures, 1491-1607, pp 1-13

Purpose: This guide is not only a place to record notes as you read, but also to provide a place and structure for reflections and analysis using your noggin (thinking skills) with new knowledge gained from the reading. This guide, if completed in its entirety BOP (Beginning of Period) by the due date, can be

used on the first quiz. The benefits of such activities, however, go far beyond quiz help. ☺ Mastery of the course and AP exam await all who choose to process the information as they

read/receive. (Image Source: AdventureTales.com)

Directions: 1. Pre-Read: Read the prompts/questions within this guide before you read the chapter. 2. Skim: Flip through the chapter and note titles and subtitles. Look at images and read captions. Get a feel for the content you are about to read. 3. Read/Analyze: Read the chapter. If you have your own copy of AMSCO, Highlight key events and people as you read. Remember, the goal is not to “fish” for a

specific answer(s) to reading guide questions, but to consider questions in order to critically understand what you read!

4. Write Write your notes and analysis in the spaces provided OR complete digitally on Canvas. If you are completing paper copy, complete it in INK!

Key Concepts FOR PERIOD 1: NOTE: College Board released major revisions to the APUSH framework July of 2015, and minor revisions (mainly rubric requirements, timing and vocabulary) in 2016 and 2017. The key concepts and objectives addressed in your texts reflect the 2014 version of the framework. This guide includes the 2015 revisions to the key concepts. In general, the expectations are not that different. College Board simply sought to clarify and simplify the expectations.

Key Concept 1.1: As native populations migrated and settled across the vast expanse of North America over time, they developed

distinct and increasingly complex societies by adapting to and transforming their diverse environments.

Key Concept 1.2: Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange and

significant social, cultural, and political changes on both sides of the Atlantic Ocean.

SECTION 1 - Period Perspectives, p.1 Consider the data in the chart at right as well as page 1 of

the text when completing this section.

1. Period 1 begins with 1491. If the American Indian population in

what is now the United States was nearly 10 million before 1492,

why is the United States population in modern times only 2 to 3% American Indian?

2. Period 1 ends with the establishment of Jamestown, the first permanent British settlement in North America. Explain why

1607 is a major turning point in United States history.

SECTION 2 Guided Reading, pp 2-13 As you read the chapter, jot down your notes in the middle column. Consider your notes to be elaborations on the Objectives and Main Ideas presented in the left column. When you finish reading the section and taking notes, process and analyze what you read by answering the question in the right hand column. You do not need to write in complete sentences.

3. Cultures pp 2-5

Key Concepts & Main Ideas

Notes

Analysis

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 each

other.

As settlers migrated and settled across the vast expanse of North America over time, they developed quite different and increasingly complex societies by adapting to and transforming their diverse environments.

Cultures of Central and South America… Cultures of North America… Language… Southwest Settlements… Northwest Settlements… Great Plains… Midwest Settlements… Northeast Settlements… Atlantic Seaboard Settlements…

In what ways did native peoples transform North

American environment before European colonization? (list) a. b. c. d. Identify one key similarity and one key difference between societies that developed in Central and South America to those that developed in North America. Similarity: Difference: Explain the significance of the difference between Central /South America and North America.

4. Europe Moves Toward Exploration, pp 5-6


Notes

Analysis

New technology,

new knowledge,

and new goals

spurred European

exploration.

I.

Improvements in technology… Religious conflict…

Identify the key difference between Viking voyages of the 12th century to

that of Columbus in the 15th century. How did new technology enable Christopher Columbus to dominate

the “New World?”

What was the impact of the Catholic victory in Spain and the European

Reformation on North America?

5. Expanding Trade, pp 6-7


Notes

Analysis

Economic motives

drove exploration,

and “discovery”

altered the

European, African,

and America

economically,

politically, and

culturally.

New Routes… Slave Trading… African Resistance… Developing Nation-States…

List three main effects of Europe’s expanding trade in the 15th century. a. b. c. Which effect was most significant? Explain your

answer.

6. Early Explorations, pp 7-10


Notes

Analysis

European overseas

expansion resulted in

the Columbian

Exchange, a series of

interactions and

adaptations among

societies across the

Atlantic.

J. The arrival of

Europeans in the

Western Hemisphere

in the 15th and 16th

centuries triggered

extensive

demographic and

social changes on

both sides of the

Atlantic.

European expansion into the Western Hemisphere caused intense social/religious, political, and economic competition in Europe and the promotion of empire building.

Christopher Columbus… Columbus’s Legacy… Exchanges… Dividing the Americas… Spanish Exploration and Conquest… English Claims… French Claims… Dutch Claims…

How did European expansion impact European

society? How did European expansion impact Native

American society? Which of these consequences were the most

significant? Explain your answer.

7. Spanish Settlements in North America, pp 10-11


Notes

Analysis

European expansion into the Western Hemisphere caused intense social/religious, political, and economic competition in Europe and the promotion of empire building.

Florida… New Mexico… Texas… California…

What were three chief features of the Spanish empire in America?

a. b. c. Identify one cause and one effect of Spanish settlement in North

America. Cause: Effect:

8. European Treatment of Native Americans, pp 11-12


Notes

Analysis

Contacts among

American Indians,

Africans, and

Europeans

challenged the

worldviews of each

group. European overseas expansion and sustained contacts with Africans and American Indians dramatically altered European views of social, political, and economic relationships among and between white and nonwhite peoples

Spanish Policy… English Policy… French Policy… Native American Reaction…

Identify three major consequences of European contact with American Indians? a. b. c. Which of these were the most significant? Explain

your answer. In what ways was English policy toward Native Americans different from those of France and Spain? Different from France in that… Different from Spain in that… How effective were Native Americans in overcoming

the negative aspects of European policies?

9. Historical Perspectives: Was Columbus a Great Hero? p.13


Notes

Analysis

European overseas expansion and sustained contacts with Africans and American Indians dramatically altered European views of social, political, and economic relationships among and between white and nonwhite peoples.

Washington Irving… President Franklin Roosevelt… Revisionists… Arthur Schlesinger… Fact and fiction…

Support or refute the following statement: Christopher Columbus was a hero. List 3 pieces of evidence to support your answer. a. b. c. List 3 pieces of evidence that support the alternate view. a. b. c.

10. Explain the HIPP of the image below.

Image Source: Public Domain, Library of Congress,

First landing of Columbus on the shores of the

New World, at San Salvador, W.I., Oct. 12th 1492,

Dióscoro Teófilo Puebla Tolín

HIPP+: Historical Context:

Intended Audience:

Author’s Purpose:

Author’s Point of View:

+Other Context (similar in kind, from a different time…give an example of similar theme in a different place/time period):

Section 3 MAP The College Board framework for the course includes specific places and locations significant to the development of North America and the United states. This section provides you with the opportunity to locate and review these items.

Directions:

1. Read the framework excerpts located to the right of the map, and ensure you understand & know where/what is referenced.

2. Circle or highlight the following groups: Pueblo, Chinooks, Iroquois, Algonquian, Wamponoags, Pequot, Powhatan 3. Label/Trace the starting point and expansion of maize cultivation.

On a North American

continent… The spread of

maize cultivation from

present-day Mexico

northward into the

American Southwest and

beyond supported

economic development and

social diversification among

societies in these areas; a

mix of foraging and hunting

did the same for societies

in the Northwest and areas

of California.

Societies responded to the

lack of natural resources in

the Great Basin and the

western Great Plains by

developing largely mobile

lifestyles.

In the Northeast and along

the Atlantic Seaboard

some societies developed a

mixed agricultural and

hunter–gatherer economy

that favored the

development of permanent

villages.

European overseas

expansion resulted in the

Columbian Exchange, a

series of interactions and

adaptations among

societies across the

Atlantic. The arrival of

Europeans in the Western

Hemisphere in the 15th

and 16th centuries

triggered extensive

demographic and social

changes on both sides of

the Atlantic.

Source: North American Continent; Western Hemisphere Indian Culture Map, http://lochgarry.wordpress.com/2011/11/27/ancient-winds-and-memories-of-a-time-long-ago/

Reading Guide written by Rebecca Richardson, Allen High School Sources include but are not limited to: 2015 edition of AMSCO’s United States History Preparing for the Advanced Placement Examination, Wikipedia.org, College Board Advanced Placement

United States History Framework, writing strategies developed by Mr. John P. Irish, Carroll High School, 12th edition of American Pageant, USHistory.org, Britannica.com, LatinAmericanHistory.about.com, and other sources as cited in document and collected/adapted over 20 years of teaching and collaborating.



Guided Reading & Analysis: 13 Colonies

Chapter 2- The Thirteen Colonies and the British Empire, 1607-1754, pp 23-38

Reading Assignment: Ch. 2 AMSCO or other resource for content corresponding to Period 2.

Purpose: This guide is not only a place to record notes as you read, but also to provide a place and structure for reflections and analysis using higher level thinking skills with new knowledge gained from the reading.

Basic Directions: 1. Pre-Read: Read the prompts/questions within this guide before you read the chapter. 2. Skim: Flip through the chapter and note the titles and subtitles. Look at images and their

read captions. Get a feel for the content you are about to read. 3. Read/Analyze: Read the chapter. Remember, the goal is not to “fish” for a specific answer(s) to

reading guide questions, but to consider questions in order to critically understand what you read!

4. Write Write your notes and analysis in the spaces provided.

Key Concepts FOR PERIOD 2:

Key Concept 2.1: Europeans developed a variety of colonization and migration

patterns, influenced by different imperial goals, cultures, and the varied North

American environments where they settled, and they competed with each other and

American Indians for resources.

Key Concept 2.2: The British colonies participated in political, social, cultural, and economic exchanges with Great Britain that

encouraged both stronger bonds with Britain and resistance to Britain’s control.

SECTION 1 - Period Overview, p.23 Consider the data in the chart at right as well as page 1 of

the text when completing this section.

1. Period 2 begins with 1607 and ends in 1754. As the colonies increased

in number, size, and power during this Colonial Era, the population of the eastern seaboard changed. Based on your knowledge of history

and the data in the graph at right, explain three reasons for the

demographic shift in the Chesapeake. (Chesapeake colonies include

Virginia and Maryland)

Can you

identify the

13 colonies?

SECTION 2 Guided Reading, pp 24-38 As you read the chapter, jot down your notes in the middle column. Consider your notes to be elaborations on the Objectives and Main Ideas presented in the left column. When you finish the section, analyze what you read by answering the question in the right hand column.

2. Early English Settlements pp 24-26


Notes

Analysis

Seventeenth-century Spanish, French, Dutch, and British colonizers embraced different social and economic goals, cultural assumptions, and folkways, resulting in varied models of colonization. Spain sought to establish tight

control over the process of

colonization in the Western

Hemisphere and to convert

and/or exploit the native

population.

French and Dutch colonial efforts

involved relatively few

Europeans and used trade

alliances and intermarriage with

American Indians to acquire furs

and other products for export to

Europe.

Unlike their European

competitors, the English

eventually sought to establish

colonies based on agriculture,

sending relatively large numbers

of men and women to acquire

land and populate their

settlements, while having

relatively hostile relationships

with American Indians.

Along with other factors,

environmental and geographical

variations, including climate and

natural resources, contributed to

regional differences in what

would become the British

colonies.

The English Model, 3 types of colonial charters… Early English Settlements… Jamestown… Plymouth and Massachusetts Bay

Compare and contrast the English model of colonization to that of the French and Spanish. To what extent was the defeat of the Spanish Armada a turning point in American history? Explain one political and one economic cause for Jamestown early struggles for survival. Compare and contrast Jamestown and Plymouth colonies.

3. Early Political Institutions, p 27


Notes

Analysis

From the very

beginning, the

colonies began

taking steps

toward self-rule.

The development

of colonial political

systems

contributed to the

development of

American identity

and would later

cause conflict with

Great Britain.

I.

Representative Government in Virginia Representative Government in New England Limits to Colonial Democracy

Compare and contrast the political development of Virginia to that of New England. Are they more similar or different?

4. The Chesapeake Colonies, pp 27-29


Notes Analysis

Along with other factors, environmental and geographical variations, including climate and natural resources, contributed to regional differences in what would become the British colonies.

The British–American system of slavery developed out of the economic, demographic, and geographic characteristics of the British-controlled regions of the New World.

Religious issues in Maryland… Act of Toleration… Protestant Revolt… Labor Shortages… Indentured Servants… Headright System… Slavery… Economic Problems… Conflict in Virginia… Bacon’s Rebellion… Lasting Problems…

Explain how cultural interactions between colonizing groups, Africans, and American Indians in the colonial era impacted the development of American colonial identity. Identify the major causes for the establishment of slavery in the Western Atlantic World? Which of those was the most significant, why?

5. Development of New England, pp 29-31


Notes

Analysis


Clashes between European and American Indian social and economic values caused changes in both cultures.

Rhode Island Connecticut New Hampshire Halfway Covenant New England Confederation King Philip’s War

Identify the causes of the sources of discord in early New England? Which ones were the most threatening and to what extent were they handled correctly?

6. Restoration Colonies, pp 31-35


Notes

Analysis


The Carolinas… South Carolina… North Carolina…

Continued on next page…

To what extent did the English Civil War serve as a turning point for the colonies in America, what were the characteristics before and after that time period?

New York New Jersey Pennsylvania and Delaware… Quakers… William Penn… “Holy Experiment”… Delaware… Georgia: The Last Colony… Special Regulations… Royal Colony…

Compare and contrast the Middle Colonies and Southern Colonies during the Restoration era.

7. Mercantilism and the Empire, pp 35-37


Notes

Analysis

The increasing political, economic, and cultural exchanges within the “Atlantic World” had a profound impact on the development of colonial societies in North America.

Mercantilism and the Empire… Acts of Trade and Navigation…

Identify the causes and motivations of the British mercantile system. Which one is most significant? Why?

“Atlantic World” commercial, religious, philosophical, and political interactions among Europeans, Africans, and American native peoples stimulated economic growth, expanded social networks, and reshaped labor systems. Britain’s desire to maintain a viable North American empire in the face of growing internal challenges and external competition inspired efforts to strengthen its imperial control, stimulating increasing resistance from colonists who had grown accustomed to a large measure of autonomy.

Impact on the Colonies… Enforcement of the Acts… The Dominion of New England… Permanent Restrictions…

Explain the political, economic, and cultural impact of the British mercantile system.

8. The Institution of Slavery p.37-38


Notes

Analysis

The British–American system of slavery developed out of the economic, demographic, and geographic characteristics of the British-controlled regions of the New World.

Increased Demand for Slaves… Slave Laws… Triangular Trade…

To what extent did African slavery differ regionally in eighteenth-century North America?

9. Explain the HIPP of the primary sources below.

Source: Letter written by John Rolfe on his decision to marry Pocahontas, in a letter to Sir Thomas Dale, governor of Virginia, 1614, Smithsonian Let therefore this my well advised protestation . . . condemn me herein, if my chiefest intent and purpose be not, to strive with all my power of body and mind, in the undertaking of so mighty a matter, no way led (so far forth as man’s weakness may permit) with the unbridled desire of carnal affection: but for the good of this plantation, for the honour of our country, for the glory of God, for my own salvation, and for the converting to the true knowledge of God and Jesus Christ, an unbelieving creature, namely Pokahuntas. . . . Shall I be of so untoward a disposition, as to refuse to lead the blind into the right way? Shall I be so unnatural, as not to give bread to the

hungry? or uncharitable, as not to cover the naked? Shall I despise to actuate these pious duties of a Christian? Shall the base fears of displeasing the world, overpower and withhold me from revealing unto man these spiritual works of the Lord, which in my meditations and prayers, I have daily made known unto him? God forbid. . . . Now if the vulgar sort, who square all men’s actions by the base rule of their own filthiness, shall tax or taunt me in this my godly labour: let them know, it is not any hungry appetite, to gorge my self with incontinency; sure (if I would, and were so sensually inclined) I might satisfy such desire, though not without a seared conscience, yet with Christians more pleasing to the eye, and less fearful in the offence unlawfully committed.


Intended Audience:

Author’s Purpose:


+Other Context (similar in kind, from a different time):

Source: Dutch missionary John Megapolensis on the Mohawks (Iroquois), 1644, Smithsonian (John became the town’s first pastor at Fort Orange (near Albany). As pastor he was not allowed to farm or trade, but received support from the town, while diligently performing his duties, which included teaching the Indians about Christ.) The Women are obliged to prepare the Land, to mow, to plant, and do every Thing; the Men do nothing except hunting, fishing, and going to War against their Enemies: they treat their Enemies with great Cruelty in Time of War, for they first bite off the Nails of the Fingers of their Captives, and cut off some joints, and sometimes the whole of the Fingers; after that the Captives are obliged to sing and dance before them . . ., and finally they roast them before a slow Fire for some Days, and eat them. . . . Though they are very cruel to their Enemies, they are very friendly to us: we are under no Apprehensions from them. . . . They are entire Strangers to all Religion, but they have a Tharonhijouaagon, (which others also call Athzoockkuatoriaho) i.e. a Genius which they put in the Place of God, but they do not worship or present Offerings to him: they worship and present Offerings to the Devil whom they call Otskon or Airekuoni. . . . They have otherwise no Religion: when we pray they laugh at us; some of them despise it entirely, and some when we tell them what we do when we pray, stand astonished. When we have a Sermon, sometimes ten or twelve of them, more or less, will attend, each having a long Tobacco Pipe, made by himself, in his Month, and will stand a while and look, and afterwards ask me what I was doing and what I wanted, that I stood there alone and made so many Words, and none of the rest might speak? I tell them I admonished the Christians, that they must not steal, . . . get drunk, or commit Murder, and that they too ought not to do these Things, and that I intend after a while to preach to them. . . . They say I do well in teaching the Christians, but immediately add Diatennon jawij Assyreoni hagiouisk, that is, why do so many Christians do these Things. They call us Assyreoni, that is, Cloth-Makers, or Charistooni, that is, Iron-Workers, because our People first brought Cloth and Iron among them...


Intended Audience:

Author’s Purpose:


+Other Context (similar in kind, from a different time):

10. Create a map of the 13 Colonies. Recommendations: label colonies, use color to illustrate the three colonial regions, create a key, and write a caption

summarizing the significance of the map.

Massachusetts New Hampshire

Connecticut Rhode Island

New York New Jersey

Pennsylvania Delaware

Virginia Maryland

North Carolina South Carolina

Georgia New Spain

New France

Maine (part of Massachusetts – not a colony)

Vermont (part of New York and disputed with New

Hampshire

Food for Thought: Like the rest of us, you probably bought the ol’ Thirteen Colonies story, but it’s not an accurate depiction of colonial America for most of its history. In 1606 King James I chartered just two companies to settle North America, the Virginia Company of London and the Plymouth Company. As settlements were founded, each new city was recognized as its own colony: for example, Connecticut actually contained 500 distinct “colonies” (or “plantations”) before they were merged into a single colony in 1661. Sometimes colonies were mashed together into mega-colonies, like the short-liked, super-unpopular Dominion of New England, which incorporated Massachusetts, Rhode Island, Connecticut, New Hampshire, and Maine from 1686 to 1691, plus New York and New Jersey from 1688 to 1691 for good measure. Colonies also split, like Massachusetts, which spawned New Hampshire in 1679. And some colonies weren’t really colonies at all: while it’s often listed as one of the Thirteen Colonies that rebelled in 1775, Delaware wasn’t technically a colony or a province. Designated “the Lower Counties on the Delaware,” it had its own assembly but fell under the authority of the governor of Pennsylvania until it declared itself an independent state in August 1776. So technically, there were just 12 colonies in 1775 and 13 states in 1776. (Source: The Mental Floss History of the United States, Erik Sass, 2010)

Reading Guide written by Rebecca Richardson, Allen High School Sources include but are not limited to: 2015 edition of AMSCO’s United States History Preparing for the Advanced Placement Examination, Wikipedia.org, College Board Advanced Placement

United States History Framework, writing strategies developed by Mr. John P. Irish, Carroll High School, 12th edition of American Pageant, USHistory.org, Britannica.com,

LatinAmericanHistory.about.com, and other sources as cited in document and collected/adapted over 20 years of teaching and collaborating..

Caption:

Key

NEW ENGLAND (Northern Colonies)

MIDDLE COLONIES

SOUTHERN COLONIES



Guided Reading & Analysis: Colonial Society

Chapter 3- Colonial Society in the 18th Century, pp 45-55

Reading Assignment: Ch. 3 AMSCO or other resource for content corresponding to Period 2.





4. Write Write your notes and analysis in the spaces provided. (Image Source: Colonial Society of Massachusetts,

History of Crime and Punishment)


Key Concept 2.1: Europeans developed a variety of colonization and migration patterns, influenced by different imperial goals,

cultures, and the varied North American environments where they settled, and they competed with each other and American

Indians for resources.

Key Concept 2.2: The British colonies participated in political, social, cultural, and economic exchanges with Great Britain that

encouraged both stronger bonds with Britain and resistance to Britain’s control.

SECTION 1 Guided Reading, pp 45-55 As you read the chapter, jot down your notes in the middle column. Consider your notes to be elaborations on the Objectives and Main Ideas presented in the left column. When you finish the section, analyze what you read by answering the question in the right hand column.

1. Population Growth pp 45-46


Notes

Analysis

Regional differences developed in the British colonies due to many factors, often creating conflict. European colonization efforts in North America stimulated intercultural contact.

Population Growth… European Immigrants… English… German… Scots-Irish… Other Europeans…

…continued on next page

List 3 main reasons Europeans came to the New World. 1. 2. 3. List 3 main differences between the German and Scots-Irish immigrants. 1. 2. 3.

Africans…

Explain 2 reasons the African immigrants differed from the other groups. 1. 2.

2. The Structure of Colonial Society, p 47


Notes

Analysis

Cultural diversity

contributed to the

development of

regional

differences as well

as a new identity.

I.

General Characteristics… Self-Government… Religious Toleration… No Hereditary Aristocracy… Social Mobility… The Family… Men… Women…

List three major ways identity and way of life in the colonies differed from England. 1. 2. 3. List three ways colonial society differed from modern day society. 1. 2. 3.

3. The Economy, p48


Notes Analysis

Along with other factors, environmental and geographical variations, including climate and natural resources, contributed to regional differences.

The Economy…


How did Britain influence the developing colonial economy?

Along with other factors, environmental and geographical variations, including climate and natural resources, contributed to regional differences.

New England… Middle Colonies… Southern Colonies… Monetary System… Transportation…

What do all three regions have in common economically? How did transportation impact colonial regions differently?

4. Religion, pp 49-50


Notes

Analysis

Britain’s desire to maintain a viable North American empire in the face of growing internal challenges and external competition inspired efforts to strengthen its imperial control, stimulating increasing resistance from colonists who had grown accustomed to a large measure of autonomy.

Religion… Challenges… Established Churches… The Great Awakening… Jonathan Edwards… George Whitefield… Religious Impact… Political Influence…

Explain why there was so much conflict between and among so many religious groups. Defend the following statement with 3 pieces of evidence: The spirit of rebellion responsible for the American Revolution began in the First Great Awakening. 1. 2. 3.

5. Cultural Life, pp 50-53


Notes

Analysis

Many factors contributed to regional differences. Over time the colonies began to develop unique identity.

Britain’s desire to maintain a viable North American empire in the face of growing internal challenges and external competition inspired efforts to strengthen its imperial control, stimulating increasing resistance from colonists who had grown accustomed to a large measure of autonomy.

Cultural Life… Achievements in the Arts and Sciences… Architecture… Painting… Literature… Science… Education… Elementary Education… Higher Education… Ministry… Physicians… Lawyers… The Press… Newspapers… The Zenger Case… Rural Folkways…


How “American” was colonial art? To what extent does it illustrate the development of a new/different society? Compare the importance and opportunity of education in the North to that in the South. Why were these two regions so different when it came to education? Compare the social hierarchy of ministers, doctors, and lawyers in the colonial era to the modern era. Why the change? List/Describe three ways the press influenced the development of the American identity. 1. 2. 3.

The political thought of the Enlightenment and greater religious independence and diversity created conflict between Britain and her colonies. Over time the colonies began to develop unique identity.

The Enlightenment… Emergence of a National Character…

How did the Enlightenment threaten the English empire?

6. Politics, pp 54-55


Notes

Analysis

The increasing political, economic, and cultural exchanges within the “Atlantic World” had a profound impact on the development of colonial societies in North America. Britain’s desire to maintain a viable North American empire in the face of growing internal challenges and external competition inspired efforts to strengthen its imperial control, stimulating increasing resistance from colonists who had grown accustomed to a large measure of autonomy.

Politics… Structure of Government… Local Government… Voting…

Explain how and why colonies of the world’s most powerful empire developed unique, independent system of governing. Read Historical Perspectives on page 55. Which viewpoint do you agree with the most? Explain your choice.

Section 2: HIPP

“On Being Brought from Africa to America” “‘Twas mercy brought me from my pagan land Taught my benighted soul to understand That there’s a God, that there’s a savior, too; Once I redemption neither sought nor knew. Some view our sable race with scornful eye, ‘Their color is a diabolic lie.’ Remember, Christians, Negroes black as Cain May be refined and join the angelic train.” (1766, Phillis Wheatley)

Historical Context:

Intended Audience:

Author’s Purpose:


John Singleton Copley was a very talented painter who went abroad to help develop his skills, like most painters had to do. One of his most famous paintings is this portrait of Paul Revere.

John Trumbull also studied in Europe, and he did paint many of our founders. The signing of the Declaration of Independence is one of his most famous pieces.

Charles Wilson Peale was one of the best-known American painters of the eighteenth century and one of the few to make his career in the United States rather than Europe. Originally apprenticed as a saddler, he was forced out of that trade because he joined the Sons of Liberty and most of his customers were Loyalists. He then became interested in art and studied under John Singleton Copley in Boston and Benjamin West in London. West painted Franklin Drawing Lightning from the Sky →

Peale painted Washington seven times, including this portrait.

How would you characterize American art based on these examples? Think HIPP! Historical Context:

Intended Audience:

Author’s Purpose:


Reading Guide written by Rebecca Richardson, Allen High School

Sources include but are not limited to: 2015 edition of AMSCO’s United States History Preparing for the Advanced Placement Examination, Wikipedia.org, College Board Advanced Placement United States History Framework, writing strategies developed by Mr. John P. Irish, Carroll High School, 12th edition of American Pageant, USHistory.org, Britannica.com,

and other sources as cited in document and collected/adapted over 20 years of teaching and collaborating..

Maffei/APUSH Name:____________________________

Period 1& 2 Timeline of Major Ideas & Events (1491-1754)

Use AMSCO Chapters 1-3 and American Yawp Chapters 1-3.

Key Concept 1.1: As native populations migrated and settled across the vast expanse of North America over

time, they developed distinct and increasingly complex societies by adapting to and transforming their

diverse environments.

1.2: Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange and

significant social, cultural, and political changes on both sides of the Atlantic Ocean.

2.1: Europeans developed a variety of colonization and migration patterns, influenced by different imperial

goals, cultures, and the varied North American environments where they settled, and they competed with

each other and American Indians for resources.

2.2: The British colonies participated in political, social, cultural, and economic exchanges with Great Britain

that encouraged both stronger bonds with Britain and resistance to Britain’s control.

Event and Significance:

(1492) Christopher Columbus’ First Voyage

(1493) The Line of Demarcation

(1497) The Voyages of John Cabot

(Early 1500s) Protestant Revolt in Northern Europe

(1503 and Beyond) Encomienda System

(1519-1527) Hernan Cortes and the Aztec Empire

(1524) The Voyages of Giovanni da Verrazano

(1534) Jaques Cartier Voyage to the New World

(1542) Bartolome de Las Casas and the New Laws

Maffei/APUSH Name:____________________________ (1550-1551) Valladolid Debate

(1565) Florida

(1587) Sir Walter Raleigh and Roanoke

(1607) Jamestown

(1608) Samuel de Champlain and Quebec

(1610) New Mexico

(1619) Establishment of the House of Burgesses

(1619) Arrival of the first Slaves

(1620) The Plymouth Colony

(1629) Massachusetts Bay Colony

(1631) Rhode Island

(1632) Chesapeake Bay

(1636) Hartford and Connecticut

(1640s) New England Confederation

Maffei/APUSH Name:____________________________ (1641-1664) Slave Laws

(1649) Act of Toleration

(1650-1673) Acts of Trade and Navigation

1.

2.

3.

(1600s) Triangular Trade

(1660s) Halfway Covenant

(1663) The Carolinas

(1664) New York

(1664) New Jersey

(1675-1676) King Philip’s War

(1676) Bacon’s Rebellion

(1679) New Hampshire

(1682-1683) “The Holy Experiment”

(early 1700s) Texas

Maffei/APUSH Name:____________________________ (17th Century) Arrival of European Immigrants

(1732) Georgia

(1730s-1740s) The Great Awakening

(1741) “Sinners in the Hands of an Angry God”

(18th Century) The Enlightenment

MUST BE PRINTED AND COMPLETED IN INK!


Guided Reading & Analysis: Imperial Wars and Colonial Protest

Chapter 4- Imperial Wars and Colonial Protest, pp 68-84

Reading Assignment: Ch. 4 AMSCO and American Pageant or other resource for content corresponding to Period 3.





4. Write Write your notes and analysis in the spaces provided.


Key Concept 3.1: British attempts to assert tighter control over its North American colonies and the colonial resolve

to pursue self-government led to a colonial independence movement and the Revolutionary War.

Key Concept 3.2: The American Revolution’s democratic and republican ideals inspired new experiments with

different forms of government.

Key Concept 3.3: Migration within North America and competition over resources, boundaries, and trade

intensified conflicts among peoples and nations.

Guided Reading, pp 68-77 As you read the chapter, jot down your notes in the middle column. Consider your notes to be elaborations on the Objectives and Main Ideas presented in the left column. When you finish the section, analyze what you read by answering the question in the right hand column.

1. Overview and Alternate View p. 68


Notes

Analysis

British imperial

attempts to reassert

control over its

colonies and the

colonial reaction to

these attempts

produced a new

American republic,

along with struggles

over the new nation’s

social, political, and

economic identity.

1763…End of French and Indian War led to… 1783…Articles of Confederation led to… 1789…new Constitution implemented… 1800…election of Thomas Jefferson illustrated… Alternate View

List 3 reasons why the end of French and Indian War was an important turning point in U.S. history. 1. 2. 3. Besides the beginning and the end of this war, what else marks an important turning point to nationhood?

(Image Source: Benjamin Franklin, Pennsylvania Gazette, 1754, Public Domain This graphic was based on a common

superstition that a severed snake could come back to life if its

sections were joined prior to sundown. Believe it or not! ☺)

Are you using ink? Remember… no pencil! Map Break! Thirteen Colonies 1754

Label colonies and highlight them one color. Label French territory and highlight them a second color. Then label and highlight British territory a third color. Then label and highlight Spanish territory a fourth color. Create a key. Write a caption summarizing the significance of territory in 1754 to the European powers and the colonists.

13 colonies Other British territory French territory Spanish territory

Caption:

2. Empires at War, pp 69-72


Notes

Analysis

Britain’s

victory over

France in the

imperial

struggle for

North America

led to new

conflicts among

the British

government, the

North

American

colonists, and

American

Indians,

culminating in

the creation of a

new nation, the

United States.

I.

Empires at War… The First Three Wars… The Seven Years’ War (French and Indian War)… Beginning of the War… The Albany Plan of Union… British Victory… Immediate Effects of the War… The British View… The Colonial View…

What was the chief reason for colonial discontent? List three major ways England’s war for empire impacted the colonies in North America. 1. 2. 3. List three reasons the Albany Plan, aka “Join or Die,” failed. 1. 2. 3. What was the most significant impact of the Treaty of Paris, 1763 (aka the Peace of Paris)? Explain your reasoning. Compare the British View to the Colonial View and explain why these opposing views are significant to the development of the United States.

3. Reorganization of the British Empire, pp 71-72


Notes Analysis

After the British

defeat of the

French, white–

Indian conflicts

continued to

erupt as native

groups sought

both

to continue trading

with Europeans

and to resist the

encroachment of

British colonists on

traditional tribal

lands.

Reorganization of the British Empire… Pontiac’s Rebellion… Proclamation of 1763…

Defend or refute the following statement: 1763 was an important watershed year. List three pieces of evidence to support your view: 1. 2. 3. Name one piece of evidence to support the opposing view:

Map Break! The 13 Colonies 1763 The map below (captured from Wikipedia) shows North American territorial gains of Spain in 1762 and Britain in 1763.

Explain the significance of the territorial changes from 1754 to 1763. Using a highlighter, trace the location of the Proclamation Line of 1763. What was the purpose of this line?

If the United States bought Louisiana from France in 1803, why does this1763 map show Louisiana as Spanish territory?

4. British Actions and Colonial Reactions, pp 72-73


Notes

Analysis

During and after the

imperial struggles

of the mid-18th century, new

pressures began to

unite the British

colonies against perceived and real

constraints on their

economic activities

and political rights, sparking a colonial

independence

movement and war

with Britain.

Proclamation of 1763… New Revenues and Regulations… Sugar Act (1764)… Quartering Act (1765)… Stamp Act (1765)… Declaratory Act (1776)…

Identify the major causes and effects of the Stamp Act controversy. Caused by: Effects of: What was the most significant cause of the controversy? What was the most significant effect of the controversy?

The main source of resentment among colonists was:

5. Second Phase of the Crisis, pp 73-74


Notes

Analysis

During and after the

imperial struggles of the

mid-18th century, new pressures began to unite

the British colonies

against perceived and

real constraints on their economic activities and

political rights, sparking

a colonial independence

movement and war with Britain.

The Townshend Acts…

Continued on next page…

Explain the limitations of the repeal [of the Townshend Acts] in restoring positive relations between England and its ‘13 colonies’ in North America.

The resulting

independence

movement was fueled by

established colonial

elites, as well as by

grassroots movements

that included newly

mobilized laborers,

artisans, and women, and

rested on arguments over

the rights of British

subjects, the rights of the

individual, and the ideas

of the Enlightenment.

Repeal of the Townshend Acts… Boston Massacre…

Of the following, whose contribution was most significant to the emerging American identity? Charles Townshend, John Dickenson, James Otis, Samuel Adams, Lord North, Crispus Attucks Defend your answer with specific evidence. 1. 2. 3.

6. Renewal of the Conflict, pp 74-75


Notes

Analysis

Great Britain’s

massive debt from

the Seven Years’

War resulted in

renewed efforts to

consolidate

imperial control

over North

American markets,

taxes, and political

institutions —

actions that were

supported by some

colonists but

resisted by others.

Renewal of the Conflict… The Gaspee… Boston Tea Party…

Explain how Committees of Correspondence and intercolonial committees sharpened the divisions between Britain and the colonies in the early 1770’s. In what way does the Gaspee incident illustrate the overall turning point of 1763? Were the Sons of Liberty justified in the Boston Tea Party? Defend your answer with three pieces of

evidence.

1.

2.

3.

7. Intolerable Acts and the Philosophical Foundations of the American Revolution, pp 75-77


Notes

Analysis

Great Britain’s

massive debt from the

Seven Years’ War

resulted in renewed

efforts to consolidate

imperial control over

North American

markets, taxes, and

political institutions —

actions that were

supported by some

colonists but resisted

by others.

The resulting

independence

movement was

fueled by

established colonial

elites, as well as by

grassroots

movements that

included newly

mobilized laborers,

artisans, and

women, and rested

on arguments over

the rights of British

subjects, the rights

of the individual,

and the ideas of the

Enlightenment.

Intolerable Acts… The Coercive Acts (1774)… Quebec Act (1774)… Philosophical Foundations of the American Revolution… Enlightenment Ideas…

Explain how the Coercive Acts (Intolerable Acts) were both an effect of colonial actions and a cause of colonial action.

Explain the role of religion in colonial resistance to the new imperial policies of 1774. Review the Enlightenment ideas located on the last page of your Period 2 Term Review, “Part 4 Looking Ahead.” List the most three most significant ideas that influenced our founding fathers as they resisted new imperial policies. 1. 2. 3.

Section 2: HIPP+ If at length it becomes undoubted that an inveterate resolution is formed to annihilate the liberties of the governed, the English history affords frequent examples of resistance by force. What particular circumstances will in any future case justify such resistance can never be ascertained till they happen. Perhaps it may be allowable to say generally, that it never can be justifiable until the people are fully convinced that any further submission will be destructive to their happiness. Source: Letter III, Letters From a Farmer in Pennsylvania, John

Dickenson, 1767, Public Domain

Reading Guide written by Rebecca Richardson, Allen High School

Sources include but are not limited to: 2015 edition of AMSCO’s United States History Preparing for the Advanced Placement Examination, Wikipedia.org, College Board Advanced Placement United States History Framework 2012 and 2015 versions, writing strategies developed by Mr. John P. Irish, Carroll High School, 12 th edition of American Pageant,

other sources as cited in document, and other sources as cited in document and collected/adapted over 20 years of teaching and collaborating..

Historical Context:

Intended Audience:

Author’s Purpose:


+Other Context (Similar in Kind, In a Different Time)

a) Briefly explain ONE example of how contact between Native Americans and Europeans brought

changes to Native American societies in the period 1492 to 1700.

b) Briefly explain a SECOND example of how contact between Native Americans and Europeans brought

changes to Native American societies in the same period.

c) Briefly explain ONE example of how Native American societies resisted change brought by contact with

Europeans in the same time period.

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https://www.youtube.com/watch?v=KMXgrNn9QN4

a) Briefly explain ONE important similarity between the British colonies in the Chesapeake region and the

British colonies in the New England period from 1607-1754.

b) Briefly explain ONE important difference between the British colonies in the Chesapeake region and the

British colonies in New England in the same period from 1607-1754.

c) Briefly explain ONE factor that accounts for the difference that you indicated in (b).

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American Presidents

There will be a QUIZ on the President’s (there name and term years) on the first

day of class. Make flash cards or a quizlet and LEARN these!

Complete Presidential List

1. George Washington 1789-1797

2. John Adams 1797-1801

3. Thomas Jefferson 1801-1809

4. James Madison 1809-1817

5. James Monroe 1817-1825

6. John Quincy Adams 1825-1829

7. Andrew Jackson 1829-1837

8. Martin Van Buren 1837-1841

9. William Henry Harrison 1841

10. John Tyler 1841-1845

11. James Knox Polk 1845-1849

12. Zachary Taylor 1849-1850

13. Millard Fillmore 1850-1853

14. Franklin Pierce 1853-1857

15. James Buchanan 1857-1861

16. Abraham Lincoln 1861-1865

17. Andrew Johnson 1865-1869

18. Ulysses Simpson Grant 1869-1877

19. Rutherford Birchard Hayes 1877-1881

20. James Abram Garfield 1881

21. Chester Alan Arthur 1881-1885

22. Grover Cleveland 1885-1889

23. Benjamin Harrison 1889-1893

24. Grover Cleveland 1893-1897

25. William McKinley 1897-1901

26. Theodore Roosevelt 1901-1909

27. William Howard Taft 1909-1913

28. Woodrow Wilson 1913-1921

29. Warren Gamaliel Harding 1921-1923

30. Calvin Coolidge 1923-1929

31. Herbert Clark Hoover 1929-1933

32. Franklin Delano Roosevelt 1933-1945

33. Harry S. Truman 1945-1953

34. Dwight David Eisenhower 1953-1961

35. John Fitzgerald Kennedy 1961-1963

36. Lyndon Baines Johnson 1963-1969

37. Richard Milhous Nixon 1969-1974

38. Gerald Rudolph Ford 1974-1977

39. James Earl Carter Jr. 1977-1981

40. Ronald Wilson Reagan 1981-1989

41. George Herbert Walker Bush 1989-1993

42. William Jefferson Clinton 1993-2001

43. George Walker Bush 2001-2009

44. Barrack Hussein Obama 2009-2017

45. Donald John Trump 2017- ?

guided reading & analysis: a new world chapter 1- a new ......guided reading & analysis: 13...

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