Agenda for 9/30

1. Test debrief

2. Crash Course #6 - Taxes and Smuggling, Prelude to Revolution

3. Road to Revolution PPT

4. Road to Revolution - notes

HW - Path to Revolution handout





 

Agenda for 9/24

1. New England v. Chesapeake DBQ

• thesis statements
• questions?

2. French and Indian War and Colonial Rivalries - slides 

3. Crash Course Episode 4

4. Review game!

HW

• prepare for Unit 1 test (Periods 1&2, Ch. 1-4)
• stimulus MC
• short answer
• paragraph response
• write essay (uploaded to eBackpack)

Agenda for 9/23

1.  New England v. Chesapeake - DBQ

Any questions? 

•  Intro - starts by establishing time and place to give reader context (broad). Ends with thesis, your specific answer to the question (narrow).
• Thesis - answers the specific question, includes 3 categories (reasons for) of differences.
• 3 Body Paragraphs - one for each category of difference
• Uses at least one document in each body paragraph - as evidence to support your arguments.
• Topic sentences (first sentence, thesis of paragraph) - makes a claim to defend in paragraph. Identifies the category of difference and general effect of that difference.
• Conclusion 
• Reiterates thesis
• Summarized main points of body paragraphs
• Connects issue to another time period, situation or era (past or future)

2. Ch. 4 Big Ideas

• In what ways were Britain’s American colonies affected by events across the Atlantic, and how were their societies taking on a life of their own?
  • What events?
  • Print Revolution (See document 3.11)
  • Enlightenment - new ideas about government, question authority (John Locke)
  • See document 3.9 
  • Pietism - religious diversity, question authority (Great Awakening)
  • Transportation/Industrial Revolution
  • Consumer Revolution (debt for colonists, increased exports, increased standards of living)
  • European Migration/Diversity (Middle Colonies most diverse)
  • greater social, religious, political confict - rich v. poor, east v. west, Native v. English, English v. French,
  
  
   
  
  
  
  
  
  3.  Practice Questions - team up!
  
  
  
  

  HW - Work on essays, begin studying for test (Review Packet). Period 1 Concept Outline.

Agenda for 9/22

1.  New England v. Chesapeake - DBQ

•  Intro - starts by establishing time and place to give reader context (broad). Ends with thesis, your specific answer to the question (narrow).
• Thesis - answers the specific question, includes 3 categories (reasons for) of differences.
• 3 Body Paragraphs - one for each category of difference
• Uses at least one document in each body paragraph - as evidence to support your arguments.
• Topic sentences (first sentence, thesis of paragraph) - makes a claim to defend in paragraph. Identifies the category of difference and general effect of that difference.
• Conclusion 
• Reiterates thesis
• Summarized main points of body paragraphs
• Connects issue to another time period, situation or era (past or future)

2. Ch. 4 Big Ideas

• In what ways were Britain’s American colonies affected by events across the Atlantic, and how were their societies taking on a life of their own?
  • What events?
  • Print Revolution
  • Enlightenment - new ideas about government, question authority (John Locke)
  • Pietism - religious diversity, question authority (Great Awakening)
  • Transportation/Industrial Revolution
  • Consumer Revolution (debt for colonists, increased exports, increased standards of living)
  • European Migration/Diversity (Middle Colonies most diverse)
  • greater social, religious, political confict - rich v. poor, east v. west, Native v. English, English v. French,
  
  
   
  
  
  
  
  
  3. Review Period 2 Concept Outline and Practice Questions
  
  
  
  

  HW - Work on essays, begin studying for test (Review Packet). Period 1 Concept Outline.

Agenda for 9/21

1. The Atlantic Slave Trade in Two Minutes - 315 years. 20,528 voyages. Millions of lives.

2. Review Period 2 Concept Outline

4.  New England v. Chesapeake - DBQ

•  Intro - starts by establishing time and place to give reader context (broad). Ends with thesis, your specific answer to the question (narrow).
• Thesis - answers the specific question, includes 3 categories (reasons for) of differences.
• 3 Body Paragraphs - one for each category of difference
• Uses at least one document in each body paragraph - as evidence to support your arguments.
• Topic sentences - makes a claim to defend in paragraph. Identifies the category of difference and general effect of that difference.
• Conclusion 
• Reiterates thesis
• Summarized main points of body paragraphs
• Connects issue to another time period, situation or era (past or future)

Final Draft of essay is due on 9/28 (day of Unit I test)

5. Practicing Primary Source Analysis

HW - Ch. 4 Reading Questions 
 

Open House Agenda

1. Essential Online Resources

• blog - apushta.blogspot.com
• daily agendas, course resources, assignments
• eBackpack
• Online: thorntonacademy.ebackpack.com
• all assignments are submitted via eBackpack
• see me for your parent code 

2. Syllabus and Course Schedule 

3. "Top Five Things You Can Do" and the Growth Mindset

4. AP Test Format and Historical Thinking Skills

5. Email: brandon.parise@gmail.com

Agenda for 9/16 and 9/17

1. Colonial Similarities: Native Relations

2. Colonial Regional Difference and Colonial Society

3. Middle Colonies, Deep South, Colonial Tensions

4.  New England v. Chesapeake - DBQ

•  Intro - starts by establishing time and place to give reader context (broad). Ends with thesis, your specific answer to the question (narrow).
• Thesis - answers the specific question, includes 3 categories of differences.
• 3 Body Paragraphs - one for each category of difference
• Uses at least one document in each body paragraph - as evidence to support your arguments.
• Topic sentences - makes a claim to defend in paragraph. Identifies the category of difference and general effect of that difference.
• Conclusion 
• Reiterates thesis
• Summarized main points of body paragraphs
• Connects issue to another time period, situation or era (past or future).

• Final Draft of essay is due on 9/28 (day of Unit I test)

 HW - Period 2 Concept Outline

• Complete pages 4 (E), 5-9.
• Do not submit to eBackpack 

Agenda for 9/15 - Gold

1. The first illegal immigrants?

1. Discuss Zinn - "Drawing the Color Line"

Q1. Throughout the chapter Zinn argues that far from an inevitable and naturally occurring phenomenon, slavery and racism in America was the result of several historical factors. The quote below from the end of the chapter sums up his thesis:

“We see now a complex web of historical threads to ensnare blacks for slavery in America:

·       the desperation of starving settlers,

·       the special helplessness of the displaced African,

·       the powerful incentive of profit for slave trader and planter,

·       the temptation of superior status for poor whites,

·       the elaborate controls against escape and rebellion,

·       the legal and social punishment of black and white collaboration.”

Q2. Describe what Zinn means by the following:

“Only one fear was greater than the fear of black rebellion, the fear that discontented whites would join black slaves to overthrow existing order.”

2. New England v. Chesapeake - DBQ

•  Intro - starts by establishing time and place to give reader contexrt (broad). Ends with thesis, your specific answer to the question (narrow).
• Thesis - answers the specific question, includes 3 categories of differences.
• 3 Body Paragraphs - one for each category of difference
• Uses at least one document in each body paragraph - as evidence to support your arguments.
• Topic sentences - makes a claim to defend in paragraph. Identifies the category of difference and general effect of that difference.
• Conclusion 
• Reiterates thesis
• Summarized main points of body paragraphs
• Connects issue to another time period, situation or era (past or future).

• Final Draft of essay is due on 9/29 (day of Unit I test)

HW - Chapter 3 Reading Questions

Agenda for 9/14

1. Quiz

• Identify three significant differences between the New England and Chesapeake colonies.

2. Discuss Zinn - "Drawing the Color Line"

1. Throughout the chapter Zinn argues that far from an inevitable and naturally occurring phenomenon, slavery and racism in America was the result of several historical factors. The quote below from the end of the chapter sums up his thesis:

“We see now a complex web of historical threads to ensnare blacks for slavery in America:

·       the desperation of starving settlers,

·       the special helplessness of the displaced African,

·       the powerful incentive of profit for slave trader and planter,

·       the temptation of superior status for poor whites,

·       the elaborate controls against escape and rebellion,

·       the legal and social punishment of black and white collaboration.”

Through a close reading of “Drawing the Color Line” describe how each of the historical factors above led to what Zinn calls the most cruel form of slavery in history and created “that combination of inferior status and derogatory thought we call racism.”

2. Describe what Zinn means by the following:

“Only one fear was greater than the fear of black rebellion, the fear that discontented whites would join black slaves to overthrow existing order.”

3. New England v. Chesapeake - DBQ

•  Intro - starts by establishing time and place (broad). Ends with thesis (narrow).
• Thesis - answers the specific question, includes 3 categories of differences.
• 3 Body Paragraphs - one for each category of difference
• Uses at least one document in each body paragraph - as evidence to support your arguments.
• Topic sentences - makes a claim to defend in paragraph. Identifies the category of difference and general effect of that difference.
• Conclusion 
• Reiterates thesis
• Summarized main points of body paragraphs
• Connects issue to another time period, situation or era (past or future).

• Final Draft of essay is due on 9/29 (day of Unit I test)

HW - Chapter 3 Reading Questions

Agenda for 9/10 and 9/11

Savior Or Villain? The Complicated Story Of Pope Francis' Next American Saint

1. Major Concepts

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.

I.

Spanish, French, Dutch, and British colonizers had different economic and imperial goals involving land and labor that shaped the social and political development of their colonies as well as their relationships with native populations. 

• Spanish Colonies  
• Spanish efforts to extract wealth from the land led them to develop institutions based on subjugating native populations, converting them to Christianity, and incorporating them, along with enslaved and free Africans, into the Spanish colonial society.
• Dutch Colonies and French Colonies
• French and Dutch colonial efforts involved relatively few Europeans and relied on trade alliances and intermarriage with American Indians to build economic and diplomatic relationships and acquires furs and other products for export to Europe. 
• English Colonies
• English colonization efforts attracted a comparatively large number of male and female British migrants, as well as other European migrants, all of whom sought social mobility, economic prosperity, religious freedom, and improved living conditions. These colonists focused on agriculture and settled on land taken from Native Americans, from whom they lived separately. 

II.
In the 17th century, early British colonies developed along the Atlantic coast, with regional differences that reflected various environmental, economic, cultural, and demographic factors.

• A. The Chesapeake and North Carolina colonies grew prosperous exporting tobacco — a labor-intensive product initially cultivated by white, mostly male indentured servants and later by enslaved Africans. 
• B. The New England colonies, initially settled by Puritans, developed around small towns with family farms and achieved a thriving mixed economy of agriculture and commerce.  
• C. The middle colonies supported a flourishing export economy based on cereal crops and attracted a broad range of European migrants, leading to societies with greater cultural, ethnic, and religious diversity and tolerance.  
• D. The colonies of the southernmost Atlantic coast and the British West Indies used long growing seasons to develop plantation economies based on exporting staple crops. They depended on the labor of enslaved Africans, who often constituted the majority of the population in these areas and developed their own forms of cultural and religious autonomy. 

2. English (and other) Colonization Review

• Pre-English Colonies and NA Societies Review
• Southern Colonies Review
• New England and Middle Colonies Review

3. Crash Course #2 - Colonizing America

4. APHITS

• Mayflower Compact
• A Model of Christian Charity 

HW

1. New England v Chesapeake (North v. South) - complete the comparison chart

• Another resource: Two Models of English Colonization: Part 1, Part 2 

2. Howard Zinn - Drawing the Color Line

  

Agenda for 9/9

1. Review Blog resources

2. Review Period 1 Quiz  (multiple choice)

3. Review Historical Thinking Skills, Themes, and Time Periods

• What is 9+7+9(cubed)?

4. Silas Deane

5. Examining Columbus - Primary and Secondary Sources


HW: Ch. 2 Reading Questions