Embed Size (px)
Citation preview
AP United States HistoryCOURSE SYLLABUS
MS. M. ASKALERedan High School
Name________________________________________________________
AP United States History
COURSE SYLLABUS45.0820010
Redan High School
Teacher(s): Ms. Askale Phone Number: 678-676-3739Room Number: C-215 Email: [email protected]/ Semester: 2015-2016 Tutorial Days: by appointmentTextbook: The American Pageant Tutorial Hours: by appointmentTextbook Price: $65 Tutorial Location: C-215
Department Philosophy: The primary purpose of the Redan High School Social Studies Department is to enable citizens to make informed decisions for participation in a culturally diverse democratic society in order to succeed in the community as well as in an interdependent world. This is accomplished by the integrated study of human interaction and of the humanities.
Course Description: This course is designed to provide a college-level experience and preparation for the Advanced Placement (AP) Examination in May 2016. An emphasis is placed in interpreting documents, mastering a significant body of factual information, and writing critical essays. Topics include life and thought in colonial America, revolutionary ideology, constitutional development, Jefferson and Jacksonian democracy, nineteenth-century reform movements, and Manifest Destiny. Other topics include the Civil War and Reconstruction, immigration, industrialism, Populism, Progressivism, World War I, the Jazz Age, the Great Depression, the New Deal, World War II, the Cold War, and the post-Cold War era. This course will fulfill the United States history graduation requirement. In addition to the topics listed above, the course will emphasize a series of key themes throughout the year. These themes have been determined by the College Board as essential to a comprehensive study of United States history. The themes will include discussions of American diversity, the development of a unique American identity, the evolution of American culture, demographic changes over the course of Americas history, economic trends and transformations, environmental issues, the development of political institutions and the components of citizenship, social reform movements, the role of religion in the making of the United States and its impact in a multicultural society, the history of slavery and its legacies in this hemisphere, war and diplomacy, and finally, the place of the United States in an increasingly global arena. The course will trace these themes throughout the year, emphasizing the ways in which they are interconnected and examining the ways in which each helps to shape the changes over time that are so important to understanding United States history.
Course Objectives: To develop an understanding of the correct ways to use historical research. To interpret and apply data from primary and secondary source material. To identify people, places, and events that has influenced the identity of our nation and
develops a sense of chronological order for major events. To develop a connection between historical events and eras and the modern world. To present evidence and conclusions clearly and persuasively in an essay format. To Prepare for and successfully pass the AP Exam.
Course Purpose: The course is intended to teach students essential knowledge of U.S. history and government and to prepare students to take the AP U.S. History Exam. This course is NOT intended solely to boost the students GPA.
Class Overview: This class will be a combination of lecture, group work, analytical writing, class discussion and the integration of a variety of multi-media. There will be daily quizzes which correspond to the previous night’s reading assignment. Students will write bi-weekly essays in order to prepare for the DBQ and FRQ’s, which are an integral component of the AP Exam. All essays will be scored according to the nine point AP rubric included in the syllabus. Periodically, students will be responsible for preparing and presenting reports, skits, debates or other projects. Students are responsible for enhancing their understanding of the subjects discussed through reading assignments and being aware of, and ready for, quizzes and tests. Quiz and test dates will be noted.
Course Prerequisites: Parents and students sign and date the AP US History Syllabus. Parents and students understand the high expectation and the rigorous requirements of
this course. Parents and students understand that failing the first semester requires the student to be
dropped from the course the second semester. Parents and students understand that the AP US History course is not designed to
improve students GPA’s. Ms. Askale’s focus is preparing students for the possibility of passing the AP Exam and obtaining college course credit hours. It is the student and parent’s responsibility to maintain or improve the student’s GPA.
Parents and students understand that grades given are grades earned. Extra credit assignments and/or extra percentage points are not given so that a student can pass the course or improve their letter-grade. Students are given ample opportunities through assignments to earn a successful grade.
Required Materials: Textbook- The American Pageant Study Guide- To be announced Materials- notebook, paper, writing utensil
Course Texts and Readings:
Basic Text: The American Pageant (Bailey) Study Guide: Barron’s How to Prepare for the AP Exam United States History by
William O. Kellogg Supplementary texts:
o Kennedy, Cohen, and Bailey The American Pageanto Boyer et al. The Enduring Visiono Brands et al. American Past and Presento Brody, Genretta, Dumenil, Ware America’s Historyo Ayers, Gould, Oshindky, Soderlund American Passages
Primary and secondary sources will be utilized as handouts to accompany daily lessons.
Web Resources:http://apcentral.collegeboard.comwww.course-notes.orgwww.apnotes.netwww.besthistorysites.nethttp://college.hmco.com/studentshttp://bedfordsmartins.com/history/cap/index.htmhttp://www.america.gov/media/pdf/books/historytln.pdf#page=3http://www.apexamreview.com/
THE AP EXAMINATION : The AP US History Examination is approximately three hours and twenty-five minutes long and includes both a 55-minute multiple-choice section, a 50 minute short answer section and a 90 minute writing section. The multiple choice question section accounts for 40% of the student’s examination grade. The short answer and essay portion accounts for the other 60%.
The multiple-choice, short answer and essay portions of this exam tests the students' factual knowledge, breadth of preparation, and knowledge-based analytical skills. The exam is separated into 9 periods. The approximate percentages of each period that will be represented on the test are as follows: Period 1 (1491-1607) - 5%, Period 2 (1607-1754) - 10%, Period 3 (1754-1800) - 12%, Period 4 (1800-1848) – 10%, Period 5 (1844-1877) – 13%, Period 6 (1865-1898) – 13%, Period 7 (1890-1945) – 17%, Period 8 (1945-1980) – 15%, Period 9 (1980- Present) - 5%.
Format of Assessment
Section I - Part A: Multiple Choice | 55 Questions | 55 Minutes | 40% of Exam Score
Questions appear in sets of 2-5. Students analyze historical texts, interpretations, and evidence. Primary and secondary sources, images, graphs, and maps are included.
Section I - Part B: Short Answer | 4 Questions | 50 Minutes | 20% of Exam Score
Questions provide opportunities for students to demonstrate what they know best. Some questions include texts, images, graphs, or maps.
Section II - Part A: Document Based | 1 Question | 55 Minutes (includes 15 minute reading period) | 25% of Exam Score
Analyze and synthesize historical data. Assess written, quantitative, or visual materials as historical evidence.
Section II - Part B: Long Essay | 1 Question | 35 Minutes | 15% of Exam Score
Students select one question among two. Explain and analyze significant issues in U.S. history. Develop an argument supported by an analysis of historical evidence.
Scoring Guide for Standard Essays
All essays will be graded on the rubric below which is based on a 9 pt. Scale.
Grade Comments8-9 1. Clear, well-developed thesis
2. Understands complexity of question; deals with all parts of the question in depth
3. Provides effective analysis of the question; some imbalance permissible
4. Supports thesis with substantial, relevant information5. May contain insignificant errors6. Well organized and well written
5-7 1. Contains a clear thesis with limited development2. Limited or lack of understanding of complexity; may deal with one
part of the question in some depth or all in a more general way3. Limited analysis, mostly describes4. Supports thesis with some factual information5. May contain minor errors that do not detract from overall essay6. Clearly organized and written, but not exceptional
2-4 1. Lacks a thesis, or thesis may be confused or underdeveloped2. Ignores complexity; may deal with one part of the question, or all
elements of the question in a superficial way3. Weak or inappropriate analysis4. Lacks supporting information or information given is minimal5. May contain major errors6. Weak organization and writing
0-1 1. No thesis2. May simply paraphrase or restate the question3. No analysis4. Incompetent, inappropriate response5. Contains many major and minor errors6. Disorganized and poorly written
The following are the grade equivalents for these scores. To pass the AP test, you must write essays that score a 6 or higher. Always aim for the highest score possible.
9 100%8 92%7 86%6 82%
5 76%4 72%3 66%
*As I am sure I have the brightest students at Redan High School, we will not bother entertaining anything below a 6 and surely not anything below a 3!
Grading Scale
Area Percentage Grading ProtocolFormative Assessment (Pre-assessment) 0% A- 90-100Assessment During Learning 25% B- 80-89Guided, Independent, or Group Practice 45% C- 71-79Summative Assessment or Assessment of Learning
30% D- 70 F- Below 70
* Based on established national/international standards for the Advanced Placement and International Baccalaureate programs, these courses are exempted from and/or may make modifications to the system-wide grading percentages. However, the approved syllabi template established by the DeKalb County School System will be used.
Late Assignments: Homework assignments are due at the beginning of the class period the day specified by Ms. Askale. Assignments will be deemed late when Ms. Askale has completed taking up assignments and makes a “Last call for assignments!” Students that have an unexcused tardy and miss turning in an assignment as a result of that tardy will earn a zero.
Make-up Policy: For an excused absence, students have 3 days from absence to turn in missed work or make up a test or quiz. Unexcused absences will result in a zero for any missed work, test or quiz. NO EXCEPTIONS.
Parent Portal:Parents now have the opportunity to keep up with their own child’s grades and attendance at home. DeKalb County Schools has provided parents with the “Parent Portal”. This will give parent’s access to the ESIS system so they can see the assignments their children are given, the grades that they are earning, and the attendance (tardies, absences) data on a daily basis. You can find the instructions for Parent Access registration on Mrs. Askale’s web page, or the DeKalb County School System’s Home Page (www.Dekalb.k12.ga.us/parent.portal/)
Classroom Rules
1. Be prepared Students are responsible for their education. Students will come to class
prepared to learn with all of the necessary materials to do so. Students should come to class EVERYDAY with textbooks, folders, pens, pencils and any other materials that I require.
2. No electronics Students are not to use ANY form of technology in classroom.
Electronics will be confiscated and turned in to administration. If you do have electronics in the building you are responsible for your own belongings. Class time WILL NOT be disrupted to search for your missing belongings.
3. Respect Students are to show respect to all others at all times. No profanity, lude
acts or inappropriate gestures.4. No food or drinks
Students are allowed to drink water in class.5. Punctuality
Students should be on time to class. Bell ringer assignments will be given every day and an unexcused tardy will result in a zero.
6. School Rules In addition to classroom rules, you are required to adhere to ALL Redan
High School and Dekalb County School System Rules.
Consequences:
1st offense- Warning2nd offense- Call home to parent and detention3rd offense- Referral to an administrator
Notebook Requirements
Notebooks must be a 3-ring binder and students must have at least 7 dividers. The dividers must be labeled as follows:
Notes Vocabulary Map Activities Primary Resource Analysis Presidential Analysis Political cartoons Essays Tests/Quizzes
*This Syllabus should be located in the front of your notebook
*Students are expected to bring the notebook to class daily. There will be random notebook checks throughout the school year. This will be a participation grade.
Supply List
3 Ring Binder 8 dividers Notebook paper (lots) Blue or Black pens #2 Pencils Colored Pencils Highlighters Index cards (3x5) Supplemental materials (AP United States History only):
o United States History: Preparing for the United States History Exam by John J. Newman and John M. Schmalbach
o Barrons AP United States History Flashcards
o The Souls of Black Folks by W.E.B. DuBois
SIGNATURE PAGE
In order to have a successful AP Program, it is imperative for both the parent and the student to understand completely the information contained in this syllabus.
To assure you that your child has all the facts, this syllabus will be reviewed when it is handed out. Please ask any questions you may have. The only “stupid” question is a question not asked.
Please sign and date this form in the appropriate area below. Detach this page and return it to Ms. Askale immediately. By signing this form, you are acknowledging your understanding of the contents and requirements of AP US History; and you agree to abide by all of the rules contained in this syllabus in order to remain a student in good standing in Redan High School’s AP US History course. If a parent or guardian does not sign this form, the student may be dropped from the AP US History course. The student and parent that sign this document are solely responsible for adhering to the Redan High School AP US History course requirements.
By signing this I acknowledge that I have read and understand the rules and requirements of AP US History. I agree to abide by the 2016-2017 Redan High School AP US History rules and requirements. I acknowledge that failing to follow the rules and requirements stipulated in the AP US History Syllabus could result in a failing grade.
Students Name________________________________________________
Students Signature______________________________________________
Date signed_______________________________
Parents Name_________________________________________________
Parents Signature______________________________________________
Date signed________________________________
Ms. Askale’s AP Summer Assignment
Welcome to Advanced Placement United States History. This summer assignment is designed to “jump start” the course and allow for a more reasonable pace during the school year. The purpose of this assignment is to allow you to enter the course with some prior knowledge, and at the same time, give you an idea of what the class workload will be like over the course of the year. The more thought and effort that you apply to this assignment, the better prepared you will be for this course, and ultimately, for the AP test in May. There will be questions on the AP Exam in May based on some of the material from this summer assignment. This assignment will be due the second week of school. In addition, your first major grade of the year will be a unit exam covering the material in this assignment, given during the second week of school.
This assignment has four parts:
1. Textbook Assignments Enclosed are chapter assignments from the first four chapters of our class
textbook- American Pageant. Each assignment consists of two parts: 1) Chapter Terms and 2) Chapter Questions. When completing Chapter Terms, students will be asked to identify each term, and to also state the significance of each term. For each Chapter Question, students will be asked to provide a detailed and thoughtful written response. Textbooks will not be handed out for this assignment. Instead, students will be asked to use an electronic version of the textbook. Students with no internet or computer access MUST obtain a textbook from Ms. Askale before summer vacation. (Room C215). It is YOUR responsibility to obtain a textbook if you will not be able to access the online version. The summer assignment will be collected on the day of the first unit exam. Each chapter assignment from the textbook will count as one homework grade.
2. Primary Source Analysis In this section students will analyze two different primary
sources, using a different method of analysis for each document. This portion of the summer assignment will count as ONE homework grade.
3. Site Visit You will visit one historical site, either nearby or elsewhere in the country, and write a brief reflection paper about what you learned on your visit. This will help provide you with a more personal connection to a historical person, event, and/or time period. We have a lot of wonderful history around us, so go out
and see some of it! Many of these sites are free! The site reflection paper is optional and can be used as extra credit for a homework grade in the first quarter.
4. College Board Website Spend some time familiarizing yourself with the AP US History website maintained by the College Board. This portion of the summer assignment is designed to answer any questions you may have pertaining to the AP program and the AP exam. In particular, you may want to spend some time exploring the links at the top of the main page. (Course Details, About the Exam) https://apstudent.collegeboard.org/apcourse/ap-united-states-history
Assignment Procedure
1. Do not answer any questions directly on this packet. Students that turn in a packet with answers written in will receive a 10 point deduction.
2. Your assignment may be written neatly or typed.
3. Staple your assignment pages together. No cover pages or binders will be accepted.
4. Your Summer Assignment will be collected on the day of the first Unit Exam. (This is typically during the second week of school. Your APUSH instructor will give you an exact date on the first day of school.)
5. This is an individual assignment that is to be completed entirely on your own. Any assignments that are found to be copied from another student will NOT be accepted and will receive a grade of an F.
6. Each AP student is required to sign the attached honor code and turn it in with your full assignment on the day that it is due.
Enjoy the readings and welcome to AP US History. Your junior year will be challenging, but we hope it will also be beneficial as you begin to prepare for college, and maybe even a little fun! If you run into any problems while completing your summer assignment or any questions arise, please contact Ms. Askale at [email protected].
Chapter 1 Reading Guide Part One:
Identification Terms:
When completing “Identification Terms” (IDs) in a History class, students are required to address two parts: 1) The Identification, and 2) The Significance.
IdentificationWho/ What is this? When answering the ID portion of the question you are looking for
cold hard facts—usually something that comes straight out of a reading.
Significance Why is this important in a historical
context? Why study this? Who cares? When answering the Significance portion of the question you are doing historical interpretation. You are providing the
critical thinking. Your answer is not wrong if it is relevant and well-thought out.
Ex. Pueblos ID: elaborate multi-room stone dwellings built by Pueblo Natives (Hohokams, Mogollons, Anasazis) in the American southwest, circa A.D. 1000
SIG: evidence of civilization in North American before the arrival of Europeans
Identify and state the Significance of each of the following terms…
1. Tenochtitlan 2. Matrilineal 3. Peasants 4. Yeomen 5. Dower 6. Primogeniture 7. Pagans 8. Heresy 9. Civic Humanism 10. Republics 11. Guilds
12. Reconquista 13. Conquistadors 14. Encomiendas 15. Columbian Exchange 16. Mestizos 17. Caste System 18. Indulgences 19. Predestination 20. Mercantilism 21. Price Revolution
Ch. 1 Part Two: Chapter Questions:
Each of the following guided reading questions should be answered in a complete, detailed, well reasoned paragraph. Students should make every attempt to include specific examples in each response.
1. What were the main characteristics of the Indian civilizations in Mesoamerica? Please provide four specific examples. 2. How were eastern woodland Indian societies organized and governed? In your answer, please address culture, politics, gender, inheritance, and religion. 3. Explain both why and how Portugal and Spain pursued overseas commerce and conquest. 4. Compare and contrast the Portuguese impact in African with the Spanish impact in America. 5. Provide four specific examples of how Protestant religious doctrine differed from that of Roman Catholicism. 6. Describe the impact of the Columbian Exchange in food, people, diseases, and gold on the Americas, Europe, and Africa. 7. Describe three factors that prompted the large-scale migration from England to America. 8. Explain four different ways in which the Indian people of Mesoamerica and North America developed. 9. Explain four factors that made Native American people vulnerable to conquest by European adventurers. 10. Describe five factors that led to the transatlantic trade in African slaves. 11. What was Mercantilism? How did this doctrine shape the policies of European monarchs to promote both domestic manufacturing and foreign trade? 12. Describe five factors that allowed Europeans to become leaders in world trade and extend their influence across the Atlantic.
Chapter 2 Reading Guide
Part One: Identification Terms- Identify and state the Significance of each of the following terms…
Ex. Joint-Stock Companies ID: a British financial arrangement that allowed merchants to band together as stockholders, raising money and sharing the risks and profits that came with colonization in the 1600s SIG: early example of a corporation; settled the first English colony—Virginia
1. Ecomenderos 2. New Amsterdam 3. Headright system4. House of Burgesses 5. Cecil Calvert 6. Indentures 7. Common Law 8. Chattel Slavery 9. Freeholders 10. Nathaniel Bacon
11. Mayflower Compact 12. Predestination 13. Roger Williams 14. Anne Hutchinson 15. Proprietors 16. Town Meetings 17. Fee Simple 18. Praying Towns 19. Metacom
Part Two: Chapter Questions Each of the following guided reading questions should be answered in a complete, detailed, well reasoned paragraph. Students should make every attempt to include specific examples in each response.
1. What were the settlement goals of the Spanish, French, Dutch, and English? How did their ambitions lead to different settlement patterns? 2. How and why did a system of forced labor based on the factors of class and race emerge in the Chesapeake and Virginia colonies in the early seventeenth century? 3. Describe the two major systems of bound labor that took hold in the Chesapeake colonies. 4. Compare the Indian uprisings in Virginia in 1622 with Bacon’s Rebellion in 1675-1676. How did each one impact development in Virginia? 5. Describe the economic, religious, political, and intellectual foundations of Puritan society in New England. 6. How did colonial society in the Chesapeake region differ from that of New England? 7. Compare the causes of the uprisings led by Popé in New Mexico and Metacom in New England. Which rebellion was more successful? Why? 8. Why were there were no major witchcraft scares in the Chesapeake colonies and no uprisings like Bacon’s Rebellion in New England? Consider the possible social, economic, and religious causes of both phenomena. Voices from Abroad (p. 45) Samuel de Champlain: Going to War with the Hurons.9. Describe both the positive and negative ways that de Champlain describes the native people.
Chapter 3 Reading Guide Part One: Identification Terms- Identify and state the Significance of each of the following terms…
Ex. Manorial System ID: the traditional social order in England—an upper noble class that rules over a mass of serfs; envisioned in the colonies through the Fundamental Constitutions of Carolina (1669) SIG: an early example of class struggle; what the rich nobility envisioned did not come to pass; led to rebellions by the lower classes
1. William Penn 2. Navigation Acts 3. Dominion of New England 4. Two Treatises on Government 5. Jacob Leisler 6. Middle Passage
7. Stono Rebellion 8. Gentry
9. Bills of Exchange 10. Salutary Neglect 11. Court/ Crown Party 12. War of Jenkin’s Ear 13. Land Banks
14. Molasses Act of 1733 15. Currency Act Part Two: Chapter Questions
Each of the following guided reading questions should be answered in a complete, detailed, wellreasoned paragraph. Students should make every attempt to include specific examples in each response. 1. How did African-American communities in America respond to and resist their condition? 2. Explain the causes and the results of the Glorious Revolution in England and America. 3. What was the role of the colonies within the British mercantilist system and how did economic considerations affect political decision-making in both England and North America? 4. Describe the three major components of the South Atlantic system. How did it shape the development of the various colonies?5. Describe the role of both Africans and Europeans in the expansion of the Atlantic slave trade. 6. Explain how did the ideas and policies of the English Whigs affected British and colonial politics between 1700 and 1760. 7. Describe how the British followed the policy of salutary neglect and explain its consequences. Voices from Abroad (p. 81) Olaudah Equiano: The Brutal “Middle Passage” 8. Describe two ways in which Equiano’s account of slavery is consistent with the analysis of slavery in this chapter. 9. What evidence does Equiano offer in his description of the Middle Passage that explains the average slave mortality rate of about 14 percent during the Atlantic crossing?
Chapter 4 Reading Guide Part One:
Identification Terms- Identify and state the Significance of each of the following terms…
1. Marriage Portion 2. Household Mode of Production 3. Cradle Scythe 4. Inmates 5. Society of Friends 6. Pietism
7. The Enlightenment 8. Deist 9. Poor Richard’s Almanack 10. Revival 11. Jonathan Edwards 12. George Whitefield
13. William Pitt 14. Consumer Revolution
15. Paxton Boys 16. Regulator Movement
Part Two: Chapter Questions Each of the following guided reading questions should be answered in a complete, detailed, wellreasoned paragraph. Students should make every attempt to include specific examples in each response.
1. How did regional differences in settlement patterns, labor conditions, and religious identity develop during the eighteenth century in both freehold society in New England and the diverse communities of the Middle Atlantic? 2. Describe the similarities and differences between the three colonial regions—New England, the Middle colonies, and the South—from 1720 to 1750. Draw three conclusions about colonial society based on this comparison. 3. In what ways were the lives of women and men in New England similar? In what ways were they different? 4. Who were the new migrants to the Middle Colonies? Why did they leave Europe? What were their goals in British North America? 5. Explain three issues that divided the ethnic and religious groups of the Middle Colonies. 6. Explain three ways that the Enlightenment and the Great Awakening prompted Americans to challenge traditional sources of authority? 7. Describe how the Baptist insurgency in Virginia challenged conventional assumptions about race, gender, and class. 8. Describe three causes of unrest in the American backcountry in the mid-eighteenth century.
AP US History Summer Assignment Site Visit You have the option to visit one historical site
over the summer and write a brief reflection paper about what you learned on your trip. You will earn one extra credit first semester
homework grade for completing this optional assignment. If you bring (donate) a historical artifact (authentic or replica) you will receive an additional extra credit grade for first semester. We believe that this will help you make more of a personal and visual connection to a topic in American history than you would get from just reading about it in a book. The Atlanta History Center has several interesting historical sites. This would provide a chance to learn about history right here in your own city. I also know that many of you will be traveling this summer and might have an opportunity to visit a historical site somewhere else in the country. This is also acceptable. For example, if you travel to Boston, you might want to walk the Freedom Trail and see some of the Revolutionary Era sites. Whichever site you choose to visit (and of course, you can always visit more than one!), you are required to write a 2-page reflection about your visit. See the information below for what must be included in your reflection. This extra credit assignment will count towards one homework grade for the first semester. I have listed some suggested historical sites. Some are free, while others have an admission fee. This list certainly does not include every possible historical site, but does provide some guidance toward what might be appropriate.
o Atlanta History Centero Margaret Mitchell House o Center for Civil and Human Rightso Martin Luther King Jr. National
Historical Siteo Historic Oakland Cemeteryo Andersonville Prisono Tubman Museum
Reflection Paper Requirements Length: 2 pages Typed, Double-Spaced, One-Inch Margins.
Explain the following: Where you went and why you chose to go there
What you learned from your visit What exhibit/ item/ part of the site you found most
interesting and why If you would recommend this site to other students-
why or why not
AP US History Summer Assignment Analyzing Primary
Sources
A major component of AP US History is the analysis of primary sources. A primary source is a firsthand account of a historical event. There are many different ways to analyze primary sources. You can use the following analysis tools—APPARTY and SOAPStone.
APPARTY Author Who wrote/ created the document?Place & Time Where and when was it created?Prior Knowledge Do you know anything about the topic already?Audience Who was the document created for or intended for?Reason Why was the document created?The Main Idea What is the author trying to say?Yeah, so what? What is the main idea?
SOAPStoneSubject What is the physical subject? (If you were holding this document at the time it
was created, what would it be?) What is the main idea of what you are reading or looking at?
Occasion When was the document created? Think about time place and setting. (in what historical era was the document created?)
Audience For whom was this document created? (can be a person or group of people- be descriptive!)
Purpose For what reason was this document created?Speaker Who created this document? Who is this person? (Be sure to differentiate
between the author and the speaker!)tone What is the author’s attitude toward the subject of the document? (Think
emotions!)
Use APPARTY to analyze The Mayflower Compact. Use SOAPStone to analyze A Model of Christian Charity
For each document, answer the following: How do these documents reflect the political and religious beliefs of Puritan society?
The Mayflower Compact 1620Agreement between the Settlers at New Plymouth
1620
IN THE NAME OF GOD, AMEN. We, whose names are underwritten, the Loyal Subjects of our dread Sovereign Lord King James, by the Grace of God, of Great Britain, France, and Ireland, King, Defender of the Faith, &c. Having undertaken for the Glory of God, and Advancement of the Christian Faith, and the Honour of our King and Country, a Voyage to plant the first Colony in the northern Parts of Virginia; Do by these Presents, solemnly and mutually, in the Presence of God and one another, covenant and combine ourselves together into a civil Body Politick, for our better Ordering and Preservation, and Furtherance of the Ends aforesaid: And by Virtue hereof do enact, constitute, and frame, such just and equal Laws, Ordinances, Acts, Constitutions, and Officers, from time to time, as shall be thought most meet and convenient for the general Good of the Colony; unto which we promise all due Submission and Obedience. IN WITNESS whereof we have hereunto subscribed our names at Cape-Cod the eleventh of November, in the Reign of our Sovereign Lord King James, of England, France, and Ireland, the eighteenth, and of Scotland the fifty-fourth, Anno Domini; 1620.
Mr. John Carver, Mr. William Bradford, Mr Edward Winslow, Mr. William Brewster. Isaac Allerton,
Myles Standish, John Alden, John Turner, Francis Eaton, James Chilton, John Craxton, John Billington, Joses Fletcher,
John Goodman, Mr. Samuel Fuller, Mr. Christopher Martin, Mr. William Mullins, Mr. William White, Mr. Richard Warren, John Howland, Mr. Steven Hopkins, Digery Priest, Thomas Williams, Gilbert Winslow, Edmund Margesson,
Peter Brown, Richard Britteridge George Soule, Edward Tilly, John Tilly, Francis Cooke, Thomas Rogers, Thomas Tinker, John Ridgdale Edward Fuller, Richard Clark, Richard Gardiner, Mr. John Allerton, Thomas English, Edward Doten, Edward Liester.
John Winthrop- A Model of Christian Charity 1630
Now the only way to avoid this shipwreck, and to provide for our posterity, is to follow the counsel of Micah, to do justly, to love mercy, to walk humbly with our God. For this end, we must be knit together, in this work, as one man. We must entertain each other in brotherly affection. We must be willing to abridge ourselves of our superfluities, for the supply of others’ necessities. We must uphold a familiar commerce together in all meekness, gentleness, patience and liberality. We must delight in each other; make others’ conditions our own; rejoice together, mourn together, labor and suffer together, always having before our eyes our commission and community in the work, as members of the same body. So shall we keep the unity of the spirit in the bond of peace. The Lord will be our God, and delight to dwell among us, as His own people, and will command a blessing upon us in all our ways, so that we shall see much more of His wisdom, power, goodness and truth, than formerly we have been acquainted with. We shall find that the God of Israel is among us, when ten of us shall be able to resist a thousand of our enemies; when He shall make us a praise and glory that men shall say of succeeding plantations, "may the Lord make it like that of New England." For we must consider that we shall be as a
city upon a hill. The eyes of all people are upon us. So that if we shall deal falsely with our God in this work we have undertaken, and so cause Him to withdraw His present help from us, we shall be made a story and a by-word through the world. We shall open the mouths of enemies to speak evil of the ways of God, and all professors for God's sake. We shall shame the faces of many of God's worthy servants, and cause their prayers to be turned into curses upon us till we be consumed out of the good land whither we are going.
