Monday, 9-16: Understand how to use primary sources and recognize bias. Please get out your homework (Frayer model of “bias”) and your notes. Can still

Monday, 9-16: Understand how to use primary sources and recognize bias. Please get out your homework (Frayer model of bias) and your notes. Can still turn in syllabus

How should you interpret primary sources? Make observations What do you see? Forms, figures, scenes Colors Text Dates Patterns Ask questions-purpose, author, audience Do background research & verify Make inferences* Analyze and make conclusions * A conclusion reached on the basis of evidence and reasoning- not emotions. STAY OBJECTIVE.

Barlowes First Voyage March 1584: Raleigh given a royal pass to colonize any new lands in the name of the British Crown. July 1584: Took possession of the land they came upon (now North Carolina) Aug 1584: Went back to England with 2 men that they met, Manteo and Wanchese

9.17.13 Understand how to use primary sources and recognize bias. Bring textbooks on Thursday. First home volleyball game tonight!

Barlowes First Voyage We will read the document out loud as a class Then paragraph by paragraph, summarize it with a partner. Use a smart phone* to look up unknown words. *Remember Broken Circles, share your resources.

Q UESTIONS : 1.What can you infer about these men? What are they doing? 2.What words hint at their bias? 3.What do those words show you about how they feel about the people and land they are discovering?

M Y ANSWERS : 1.The men are on an expedition or mission from England to the Americas for the Queen. They probably come from a higher class or have some influence. 2.savages, discovery, possession 3.They see themselves as powerful and the people they are encountering as weak or as less than them

W HY DID E UROPEANS EXPLORE IN THE 16 TH CENTURY ? Sea route to spices Gold, silver, stones (riches) Expand knowledge Control larger empires To expand Christianity To find animal furs

9-18: U NDERSTAND PUSH AND PULL FACTORS. Entry Task: In your notes, explain reasons why you would move to another country. Come up with: 1.One specific reason that you are attracted to living in another country 2.One reason that you would want to leave the United States Bring your textbooks tomorrow, Thurs.

P USH /P ULL FACTORS Push: circumstances that caused people to leave (or forced people to leave) their native country. Pull: circumstances that caused people to want to go somewhere else; often it is driven by hope for a better life.

9-19 G OAL : T O DISCUSS THE IMPACT OF C HRISTOPHER C OLUMBUS. Entry Task: What do you know about Christopher Columbus? Please respond to this prompt in your notes and then turn to page 26 in your book. Read through page 27, taking notes as you read.

C HRISTOFO C OLON

Read The Truth About Columbus Whats different from your textbook? What is just new information that wasnt in your textbook? Write those pieces of info down in your notebook as notes.

What is the evidence Weatherford uses to support his claim that Columbus is not a figure to be celebrated?

9.20.13 L EARNING T ARGET : T O UNDERSTAND THE THREE MAIN REASONS E UROPEANS EXPLORED Agenda: Pair Activity Primary Source Discussion True Story Friday

W ITH ONLY ONE PARTNER Brainstorm reasons why Columbus explored -From readings, textbook and anything classmates/McGuire said Narrow that list down to only 3

Now get with one other group Are your lists different in any way? If so, narrow that list down to only 3

Gold riches resources notebooks full of paper God Christianity/Catholic church Glory larger empires more power fame The 3 Gs

M ORE PRACTICE WITH PRIMARY SOURCES... Read John Cabot Primary Source Follow the steps we went through earlier this week to analyze the source a.For what reasons is Cabot exploring? Gold God Glory Use evidence from the text (quotes)

H OW SHOULD YOU INTERPRET PRIMARY SOURCES ? Make observations What do you see? Forms, figures, scenes Colors Text Dates Patterns Ask questions-purpose, author, audience Do background research & verify Make inferences* Analyze and Conclude * A conclusion reached on the basis of evidence and reasoning-not emotions. STAY OBJECTIVE.

J OHN C ABOT READING Which of the reasons for exploration do you see in John Cabots writing? Glory (expand empires) ample, vast countries extended indefinitely no doubt her Majestys territories and revenue had been mightily enlarged and advanced by this day

Gold (gain wealth) riches and secrets within those lands

God To spread Christianity

Exit slip This weekend when your XC homies ask you what we learned in class, what will you tell them?

9.23.13 Understand the main reasons for exploration of the Americas Entry Task: What are your thoughts on space travel? Would you do it? Would you live on the moon if you had the opportunity? Why or why not?

H OW DO WE EXPLORE TODAY ? Read Space Colonization What is the difference between exploration and colonization? Do you think space exploration is a good idea? What about space colonization? Why should/could we colonize space? http://www.virgingalactic.com/

Exploration: an organized trip into unfamiliar regions, esp for scientific purposes; expedition Colonization: To migrate to and settle in; occupy as a colony. Colony: A region politically controlled by a distant country; a dependency. A colony is for the economic benefit of the parent country.

Review of the 3 Gs

Agenda Notes Summary of Notes Notes Review 9.24.13 We will articulate what was attractive about colonizing North America, versus just exploring the region.

Effects of Exploration-- Columbian Exchange

Before the Columbian Exchange, there were no oranges in Florida,orangesFlorida no bananas in Ecuador,bananasEcuador no tomatoes in Italy,tomatoesItaly no potatoes in Ireland,potatoesIreland no coffee in Colombia,coffeeColombia no pineapples in Hawaii,pineapplesHawaii no rubber trees in Africa,rubberAfrica no cattle in Texas,cattleTexas no donkeys in Mexico,donkeysMexico no chili peppers in Thailand or India,chili peppersThailandIndia and no chocolate in Switzerland.chocolateSwitzerland

Nicholas Visscher, 1682, New Amsterdam and New England

What was attractive about North America? Potatoes Tobacco Animals with fur animals to eat fish turkeys fertile land temperate climates trees--lumber river system

Learning Targets 1.Understand how to use primary sources and recognize bias. 2.U NDERSTAND PUSH AND PULL FACTORS. 3.T O DISCUSS THE IMPACT OF C HRISTOPHER C OLUMBUS. 4.T O UNDERSTAND THE THREE MAIN REASONS E UROPEANS EXPLORED 5.We will articulate what was attractive about colonizing North America, versus just exploring the region.

M ERCANTILISM An economic system in which nations seek to increase their wealth and power by obtaining large amounts of gold and silver and by establishing a favorable balance of trade.

A C RISIS OF C ONSCIENCE : B ARTOLOME DE LAS C ASAS Bartolome de las Casas was a Spanish priest who accompanied Columbus on a journey to the New World. His disgust at Spanish treatment of the native population caused him to publish The Devastation of the Indies, a devastating account of Spanish brutality to Native Americans The activism of Casas and other dissenters eventually caused the Spanish to modify their treatment of the Native populations.

9.25.13 Review the Exploration Unit Find 1 (one) classmate who has the same number of siblings that you do and sit next to them. If you cannot, hold tight.

Exploration Unit Questions 1.Explain the factors that cause people to move around the world. 2.Explain the importance of the Columbian Exchange. 3.Explain the importance of primary sources in the study of history. 3-5 sentences each

9.26.13 Create a cartoon based on the Exploration period. Find 1 (one) other student with your same birthday month and sit by them.

P AIR W ORK R EVIEW Depict the main points you learned from this exploration unit in a 6 square Storyboard Can have captions 1 storyboard per pair Put in turn in slot before you leave Ideas for boxes: Reasons for exploring Impact of Columbus Attractive qualities about North America Columbian Exchange push/pull What explorers saw (from primary sources you read)

9.27.13 Students will know how North America fit into the British Empire. What do you know about Great Britain?

1. Explain the factors that caused people to move around the world. One factor that caused people to migrate are push factors. These could be circumstances like oppression or a bad economy. They cause people to wish to leave a place. Another factor that caused people to migrate are pull factors, such as freedom, curiosity, or the promise of a better life, which attract them to a place.

2. Explain the importance of the Columbian Exchange. The importance of the Columbian Exchange is that it started cross-Atlantic trade between Africa, Europe, and the Americas. It introduced new goods and ideas to these places. It also brought new diseases to new regions, wiping out entire populations of people. Communication also increased between countries.

3. Explain the importance of primary sources in the study of history. Primary sources allow us to have a first- hand view of an event or time period. We are also able to see the opinions of the people involved. They are unfiltered, so information has not been changed.

C OLONIZATION OF N ORTH A MERICA BY G REAT B RITAIN

British Colonialism Driven by need for economic expansion First phase of British colonialism concentrated in the New World, West Africa, and India Closed with the American Revolution British empire covered a fifth of worlds land surface and ruled a fourth of its population

B RITISH E MPIRE BY THE 1920 S

English Colonization of North America The English wanted in on the colonization mix Started a colony in Roanoke (Barlowes primary source describes the early stages of this) Failed miserably, everyone died or was killed by Native Americans They call it the lost colony, because historians today cant find any record of its ending Next colony was Jamestown

English Migration: 1610-1660

Homework When was Jamestown settled and where? Come to class on Monday with 2-3 sentences answering this question. Include where you got your information (your dad, grandma, best friend, www.history.com, encyclopedia entry, etc.) www.history.com

10.2.13 Students will reflect on their behavior with a substitute and demonstrate their knowledge of Jamestown. 1. What is one thing that you did well as a class with each sub? 2. What is one thing you learned about Jamestown from the readings on Monday?

Substitute Reflection Which of the 8 essentials did you write about yesterday? How could you have implemented it better? OR Which of the 8 essentials should you focus on next time we have a substitute teacher?

Jamestown Fort & Settlement Map

10.3.13 Jamestown Research Assignment

During the winter of 1610, disaster once again struck Jamestown. Only 60 of 500 colonists survived the period, now known as "the starving time." Historians have never determined exactly why so many perished, although disease, famine (spurred by the worst drought in 800 years, as climate records indicate), and Indian attacks took their toll. On June 7, 1610, Jamestown's residents abandoned the hapless town, but the next day their ships were met by a convoy led by the new governor of Virginia, Thomas West, Lord De La Ware, who ordered the settlers back to the colony.

You will choose one of the four potential causes of the starving time and research it. Was this the main cause? Why or why not? 1.starvation 2.disease 3.political unrest leading to murder 4.arsenic poisoning You will produce a list of facts that you find that will help you come to a conclusion. Within this list you will need to footnote the facts that you find. Tutorial coming.

Rubric

V IRTUAL J AMESTOWN http://vimeo.com/15936285

10.9.13 G OAL : H ELP GRADE A CLASSMATE S ASSIGNMENT TO UNDERSTAND HOW EVIDENCE IS USED TO MAKE AN ARGUMENT. Entry Task: Have your assignment out on your desk. Please have the rubric attached to the front with your name, period, and date.

Jamestown Research Peer edit 1.Circle any improper footnotes or bullets of evidence that do not have footnotes 2.How many pieces of evidence do they have? (include the number on the 2 nd box in the rubric) 3.Do they have at least three different sources? Score it on 4 th box on the rubric 4.Circle any typos, misspelled words, convention errors 5.Look at the conclusion, did they answer the question with a yes or no? 6.Does their explanation make sense from the evidence they included? 7.Have they explained their thoughts/analysis of their facts? 5. Explain/Analyze 3 of your facts.

10.10.13 Please find your paper and sit there Students will be able to use evidence to support an argument. Common Core Standard: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

Discussion Questions --5 min Find a classmate near you: 1.What are two pieces of evidence that they used that you did not use? 2.How did they use those to support their conclusion? 3.What evidence would you use to refute their conclusion? (i.e. try to prove that your conclusion is stronger)

Class Debate Get into the corner of the room that represents your argument You have 10 minutes to prepare with your fellow classmates in the corner what evidence did you see/hear in your prior discussion that hints you to what you should refute in the discussion Each corner will get a turn After a corner shares their arguments/refutes another argument, the person speaking must switch Ill make tick marks for good refuting points for each group. That group will get 2 points added to their grade.

Debrief 1. Which argument do you feel made the best case? If it wasnt your group, why were you swayed? 2. Whether it has changed or not, what do you now believe about what happened in Jamestown?

Entry Task: Review this portion of the syllabus Expectations: Be Prepared: 1. Come to class with a pencil/pen, history notebook, and textbook when I request. Assigned practice: All homework is due at the beginning of the class period. Because of the possibility of printers and computers malfunctioning, please allow enough time to complete work if such a catastrophe were to occur. I am unable to accept work emailed to me. If student needs access to a printer, please use the computer labs or LRC when available. There are no extra credit assignments. Be on Time/Be Here: Tardies - Student is tardy if she/he is not seated, quiet & ready to work at the beginning of class with all necessary supplies for the day.

10.14.13 G OAL : T O PRACTICE WORKING WITH PRIMARY SOURCES TO DEEPEN OUR UNDERSTANDING OF J AMESTOWN. Entry Questions in notes: 1. What is a primary source? with 3 examples. 2. What is the benefit of using a primary source? 3. What do you think caused the Starving Time at Jamestown?

Sebastian Brandt Primary Source Answer the 4 questions on a separate sheet of paper Thoughtful responses with full sentences This will be turned-in/used tomorrow The readings are on my teacher web page if you dont finish

Exit Slip Using anything you have learned from this class, answer the following prompt in about a paragraph. To what extent do you agree with the statement, Columbus Day should be celebrated in the United States every year?

10.15.13 G OAL : U SE KNOWLEDGE OF J AMESTOWN TO COME UP WITH A LIST OF SUPPLIES NEEDED TO SURVIVE WITH YOUR CLASSMATES. G ET OUT YOUR ASSIGNMENT FROM YESTERDAY

Look at #4 from your assignment yesterday. Make a list of the top ten (10) specific* supplies necessary to survive in Jamestown and rank them 1-10. *Food is not specific. Bacon is specific

S UPPLY O RDER Get in 6 groups of 5, 1 group of 6 Your group must now rank a 1-10 list of specific supplies. 1.Everyone must give their input 2.Everyone must come to a consensus

R EFLECTION 1.Group: a.How was the group dynamic? Was everyone involved? 2.Individual: a.Did you give your input? Why or why not? b.What do you feel like your role was within the group? (Leader, facilitator, compromiser, etc.) 3.What is something that you can work on this year when it comes to group work? (A goal, if you will)

S TUDY G UIDE Purple Sheet

10.16.13 Students will understand the roots of slavery in the United States Please get out your notes

In your notes... Write the title of the reading With the author Primary or Secondary source? What does the source make you think about or remind you of? This could be anything: something youve learned in another class/this class, seen in a movie, heard your parents talk about, etc. Write three pieces of new learning

Feedback for McGuire Dont have to include name 1. What is one thing McGuire has done well? 2. What is one thing McGuire could work on? 3. What is one thing you want me to know? It could be about... a. you b. your classes this year c. this class d. anything!

Chief Powhatan Powhatan Confederacy Powhatan dominated a few dozen small tribes in the James River area when the English arrived. The English called all Indians in the area Powhatans. Powhatan probably saw the English as allies in his struggles to control other Indian tribes in the region.

10.17.2013 Students will know the role slavery held in Jamestown Please get out your notes

S OUTHERN C OLONIES --T OBACCO King James I called it a stinking weed, and a custom loathsome to the eye, hateful to the nose, harmful to the brain, dangerous to the lungs Nevertheless, tobacco revolutionized the colonys economy and became the cash crop of Virginia.

Early Colonial Tobacco 1618 Virginia produces 20,000 pounds of tobacco. 1622 Despite losing nearly one-third of its colonists in an Indian attack, Virginia produces 60,000 pounds of tobacco. 1627 Virginia produces 500,000 pounds of tobacco. 1629 Virginia produces 1,500,000 pounds of tobacco.

English Tobacco Label First Africans arrived in Jamestown in 1619. Their status was not clear perhaps slaves, perhaps indentured servants. Slavery not that important until the end of the 17 c.

Indentured Servitude Headright System: Each Virginian got 50 acres for each person whose passage they paid. Indenture Contract: 5-7 years. Promised freedom dues [land, ] Forbidden to marry. 1610-1614: only 1 in 10 outlived their indentured contracts!

As the number of slaves increased, white colonists reacted to put down perceived racial threat. Slavery transformed from economic to economic and racial institution. Early 1600s differences between slave and servant were unclear. By the mid-1680s, black slaves outnumbered white indentured servants. Colonial Slavery

Slavery in America 80-90% of the slaves worked in the fields all over the colonies, primarily the south Why do you think slavery took off in the south? The New England and middle colonies also had slaves Status worsened as slavery became more institutionalized Slaves were bought and sold in slave markets

17 c Population in the Chesapeake WHY this large increase in black popul.??

The Atlantic Slave Trade

Triangular Trade Map: Resources

Triangular Trade http://www.eduplace.com/kids/socsci/books/a pplications/imaps/maps/g5s_u3/

From Africa to the Americas

*What countries are involved with the slave trade? *Where are the ports mainly located? Where are the slaves coming from?

10.18.13 Students will know the impact of the Middle Passage Announcements: Quiz next Friday on the Southern Colonies

The Middle Passage The middle leg of the transatlantic trade triangle. Took slaves from Africa to Americas. It is characterized by cruel treatment of Africans, disease, and unhealthy living conditions Up to 20% or more Africans died on each ship coming over.

Slave Ship

Coffin Position Below Deck

African Captives Thrown Overboard

Mahommah Gardo Baquaqua on his trip from Benin to Brazil: "We were thrust into the hold of the vessel in a state of nudity, the males being crammed on one side and the females on the other; the hold was so low that we could not stand up, but were obliged to crouch upon the floor or sit down; day and night were the same to us, sleep being denied us from the confined position of our bodies, and we became desperate through suffering and fatigue." Take a significant paragraph to explain it and then analyze it (answer Why is this significant? What does it show you about the Middle Passage?)

Why Africans? Native Americans dying because of disease N.A. could escape b/c knew the land Africans were seen as able to handle work and were immune to certain tropical diseases Ideas about civilized people/uncivilized people

E XIT S LIP Write a test question that you could answer if it was on a test. Include the answer Any history content up until this point on the Southern Colonies

10.21.2013 Students will know the definition of institution and begin researching the institution of slavery Entry Task: What do the following things have in common? Slavery, marriage, education, legal systems, religion

Institution Definition: An organized, established custom or practice Examples: Slavery, marriage, education, legal systems, religion

Crop Specific Slavery You will choose one of three crops You will research this crop and how it fit into the institution of slavery To show that you are reading for meaning you will fill out a graphic organizer You will then teach your classmates about your crop

Reading for Meaning Rubric 4321 Student identifies main ideas Can pull out the main idea from a long narrative about the labor it took to harvest their specific crop Most of the time OccasionallyRarely Student makes under-the-surface observations Can analyze parts of the reading to answer questions about the historical significance of the crop Most of the time OccasionallyRarely Student draws out relevant information Has 5 relevant facts about the institution of colonial slavery 3-421

10.22.13 G OAL : T O PRACTICE MEMORIZING CONTENT. Please get out your notes tobacco/rice/indigo worksheet

Virginia House of Burgesses

The House of Burgesses established in 1619 & began to assume the role of the House of Commons in England Control over finances, militia, etc. By the end of the 17 c, H of B was able to initiate legislation. A Council appointed by royal governor Mainly leading planters. Functions like House of Lords. High death rates ensured rapid turnover of members. Growing Political Power

S TART WORK ON YOUR CHART Use any notes and readings to start filling out the Southern Colonies portion of the chart Add to this throughout the Unit, this is your resource. If you run out of room, add to the back, or another sheet of paper.

1. Please take the next 5 minutes to review anything you want to review. 2. Get out a writing utensil Southern Colonies Quiz

10.28.13 G OAL : T O LEARN THE EXPECTATIONS FOR JOURNAL WRITING AND LEARN TO IDENTIFY WITH THE REASONS WHY THE N EW E NGLAND COLONIES CAME TO BE. Please get out your journal

Journal Entries 4: Journal entries are thoughtful and bring in lots of life experience. If possible, there was an attempt at connecting their life to a historical concept. 3: Journal entries are thoughtful and show deep thought about ones own life experience. 2: Not a lot of life experience is used but there is a journal entry that discusses something of value. 1: There was very little writing, a false attempt was made.

J OURNAL N ORMS Sometimes you might choose to write about something personal (that is, by nature, what happens in a journal) If you participate but it is not something you want me to read, fold the page in half and Ill know that you participated. If you dont care if I read it, but it is still confidential, just write a note at the top

10.28.13 J OURNAL E NTRY What are your religious beliefs, if any? How do those affect your day-to-day life? How do you feel that your religious beliefs line up with other people in the Sumner- Bonney Lake community?

D ISCUSSION N ORMS Religion: central theme in New England colonies Be respectful I wonder about Your point makes me think or feel If _____(idea) is true, what about Dont bash anyones viewpoints (in history or current)

C LOSE YOUR EYES You are now, no matter what your religious beliefs, a member of the Church of England. Everyone else in this room is a member of the C of E. How does that make you feel? How do you feel about being a member? How do you feel about everyone else being a member?

Church of England and reform Church of England was created when King Henry VIII took away the control of the Church from the Pope Only Church in England, everyone belonged to it

Separatists Separatists = had given up on any possibility of real reform within the Anglican Church and sought to separate from it and start their own churches.

Puritans vs. Pilgrims PILGRIMS = A pilgrim is one who makes a journey for a religious purpose. We apply the name Pilgrim (with a capital "P") to the small band of English people who came here in 1620 on a vessel called the Mayflower and settled in Plymouth 102 Pilgrims set out for America

Puritans vs. Pilgrims PURITAN = A member of a group of English Protestants who in the 16th and 17th centuries advocated strict religious discipline along with simplification of the ceremonies and creeds of the Church of England. More than 20,000 would come to N.A. by 1640 Wanted to create a holy community in New England Puritans felt C of E too much Catholic ritual and tradition Congregationalist structure whereas Catholicism had a hierarchy of bishops and archbishops to make decisions

Puritans vs. Pilgrims Both groups were dissatisfied with the Church of England and wanted to reform the church by applying the principles of the Protestant Reformation. 1620 the Pilgrims were offered a land grant by the Virginia Company

Whoops! Landed in S. part of Mass. Concerned they were out of jurisdiction, they created the Mayflower Compact Needed some sort of government contract Allegiance to the King Necessary for survival

Massachusetts Bay Colony When: 1620 (Pilgrims in Plymouth) 1630 (Puritans in Boston) Who: English Pilgrims and Puritans Political Leaders: Ministers! How: Massachusetts Bay Company (Joint-Stock Company) What: Religious freedom Why: Religious persecution

REVIEW Pilgrim > 1620 > Mayflower > Plymouth Puritan > 1630 > Winthrop > Massachusetts Bay Company

10.29.13 G OAL : T O USE PRIMARY SOURCES TO LEARN MORE ABOUT THE M ASSACHUSETTS B AY C OLONY Entry Task: That means you should all be doing it as I come in the door Write in your journal the difference between pilgrims and Pilgrims.

Massachusetts Bay Readings Title the reading in your journal Ignore questions on the back, but do write down 1) Who the author is 2) Date it was written 3) What this reading tells us about the Puritans, Pilgrims or the New England colonies READINGS A Description of New England Journal of John Winthrop A Model of Christian Charity A Letter Home The Divine Right to Occupy the Land Mayflower Compact

10.30.13 G OAL : T O UNDERSTAND THE P URITAN S REASONS FOR STARTING THE M ASS. B AY C OLONY AND CONTINUE WORKING ON OUR PRIMARY SOURCE SKILLS. Please get out your journal

10.31.13 G OAL : I WILL UNDERSTAND THE P URITAN PERSPECTIVE OF COLONIAL LIFE THROUGH SUMMARIZING THE PRIMARY SOURCE C ITY U PON A H ILL Entry Task: Get out your journal and City Upon a Hill worksheet. Pick two of the 7-8 key words and write in your journal why those are key words *Reminder: Journal check on Monday*

Get into your small groups, take all of your belongings with you You have 5 minutes to write a 1-2 sentence summary of John Winthrops paragraph using the 7-8 key words You can add connector words like we the a for etc. This is a negotiation process Everyone must give their input Everyone must agree to the final sentence Write your summary in the Summary section of your worksheet

Now take your summary and put it into your own words as a group Use the definitions you came up with yesterday to help you Again, this is a negotiation process Everyone must give their input Everyone must agree to the final summary Write it in the In your own words section of the worksheet You have 5 minutes

C ITY U PON A H ILL P ART 2 Same process as Part 1 Read document silently Ill read aloud Underline important words Instead of coming to the list of key words as a class, you need to pick 10 as your group Summary using only key words and connector words Put summary into your own words

C ITY U PON A H ILL P ART 3 Same process Complete individually 7-8 key words Summary In your own words

11.1.13 G OAL : T O UNDERSTAND THE ECONOMIC AND POLITICAL STRUCTURE OF THE N EW E NGLAND COLONIES. Entry Task: Which of these is NOT classified as a New England colony? a. Rhode Island b. New Hampshire c. New York d. Connecticut e. Massachusetts Bay Please turn in City Upon a Hill Part 3 to your turn in slot

P LEASE ANSWER THESE QUESTIONS ON A SEPARATE SHEET OF PAPER : 1. What guided John Winthrop in his leadership of the Puritan community? 2. What do you know about the Puritans view of God from the primary source City Upon a Hill? (all three parts combined) 3. What implications might Winthrops vision have for liberty in Massachusetts society? 4. How effective was Winthrops use of the city upon a hill analogy? 5. How do you think John Winthrop would have viewed the Southern colonies?

Economy of New England

F UR T RADE The Restoration gallant wore his high-crowned beaver with an air, as did his lady; and he was even prepared to buy a beaver second-hand, to borrow an unbecoming hat so as to save his beaver from the rain, or to purloin his friend's beaver and leave a cheap hat in exchange. (2) (2) Rich, E. E. 1958. The Hudson's Bay Company 1670-1870. The MacMillan Company, N.Y., pp 48-49.

Puritan beliefs Jesus Christ had been sent to earth to save particular people, known as the elect. It was difficult to know for certain if one was saved or damned, so Puritans tried to behave in as exemplary a manner as possible.

Predestination Strong work ethic Literacy and education Community effort (as opposed to individualism) Mans inherent sinfulness Wilderness as the devils province Puritans saw nature as Gods creation but feared the disorder of the frontier and viewed Indians as savages Traits of Puritanism

11.2.13: G OAL : T O UNDERSTAND THE ECONOMIC AND POLITICAL STRUCTURE OF THE N EW E NGLAND COLONIES. Entry Task: Brainstorm 3 things you KNOW about the Southern Colonies and 3 things you KNOW about the New England colonies Test on 10/30

Puritan values Protestant work ethic God "calls" us to certain work intense interest in moral behavior Blue laws: A man, for example, was fined, imprisoned, or whipped for non-attendance at church services. Unity of purpose sought above all (not interest in tolerance of other opinions)

John Winthrop (1606-1676)

Politics Mass. Bay Comp. granted voting rights to stockholders, and adult males who belonged to the church These men voted for members of the General Court Govt officials were also church members Church and State Clergymen were not allowed to hold political office a. Congregation had the right to hire and fire ministers and set salaries. b. In effect, a form of separation of church and state. c. Puritans in England had learned their lesson when they suffered at the hands of the "political" Anglican clergy in England. Congregational church was "established": Non-church members as well as believers required to pay taxes for the gov't supported church.

Townhall meetings emerged as a staple of democracy Purpose of government was to enforce God's laws -- Hated democracy and distrusted non-Puritan common people. Politics in New England

D ISSENTERS Puritans used government to enforce strict religious rules that all Puritans were expected to follow. Early dissenters were banished from the MBC. 1636--Connecticut formed by Thomas Hooker, Puritan minister 1636--Rhode Island formed by Roger Williams, Puritan minister 1638--The city of Exeter in New Hampshire, formed by John Wheelwright, Puritan minister

A LL OF THOSE MEN Each of those men had different situations but all disagreed with the Puritanical MBC society in some way. Mostly disagreed with the strict rules and expectations imposed by the church through the government Also disagreement about the role of good works and good deeds in salvation.

Representative legislative assembly formed in 1634 and after 1642 assembly met separately as a lower house and was most influential part of govt. MBC moving toward democracy?

Success of the Pilgrims 1. Eventually settled in economically with fur, fish, and lumber. 2. Religion remained paramount in the community 3. William Bradford -- prominent leader; elected Governor 30 times -- To Encourage farming, Bradford distributed land among the settlers. 4. 1691, the small Plymouth colony of 7,000 people merged with MBC. -- The king had refused to grant Pilgrims a legal charter for Plymouth Plantation.

11.3.13 Entry Task: Please get out your journal and your study guide (Unit 1 Part 2 Colonization) Test on Tuesday 10/30 Bring your textbook on Friday

Unit 1 TestBritish Colonization 4 short answer essay questions You will choose three (3) from a list of six (6) There is one (1) mandatory question for everyone to answer

Unit 1 TestBritish Colonization Southern Colonies The Starving Time, Jamestown, VA company, joint stock company, indentured servant, headright system, tobacco (brown gold), cash crops, Middle Passage, Triangular Trade New England Colonies Separatists, Puritans, Pilgraims, 1620, 1630, John Winthrop, Anne Hutchinson, utopia, Plymouth, subsistence farming, City Upon a Hill, MBC, Mayflower Compact Middle Colonies Royal colony, proprietary colony, William Penn, Quaker, sectionalism GREEN CHART Questions on Study Guide

Dissenters - Roger Williams Minister from Salem Purchase land from Natives Challenged legality of Plymouth and MBC Denied authority of civil gov't to regulate religious behavior Said no man should be forced to go to church "wall of separation" metaphor for church and state separation Banished and fled to Providence, RI 1635 Set up colony sep. of church and govt

Anne Hutchinson " didnt need to obey God's or man's law - predestined She held prayer meetings at home She claimed direct revelation from God The Holy Spirit illumines [Enlightens] the heart of every true believer No need for the church or priests to interpret Bible for them She was banished from colony went to RI, then NY http://www.loc.gov/exhibits/religion/vc006367.jpg

Anne Hutchinson Puritan woman Came from England to Boston, MBC According to the trial transcript you have, how did she promote trouble according to John Winthrop? 2 ways

11.4.13: Middle Colonies Entry Task: What are the two ways Anne Hutchinson promoted trouble in Boston according to John Winthrop? Test on Tuesday 10/30 Bring your textbook on Friday Be working on your study guide

Claimed by Henry Hudson in 1609 Stayed for fur trading (Dutch West Indies Co.) Beaver fur=$$$ Characteristics New Amsterdam - major city no free speech, democratic practices, freedom of worship cosmopolitan town --many different languages, cultures in 1640s highly aristocratic New Netherland

New Sweden (1638-1655) today Delaware Absorbed by the Dutch in 1655 Englands influence 1/2 of all New Netherlands residents were New England immigrantswhy do you think? invaded in 1664 by England under the Duke of York Swedish and English neighbors

retains the aristocratic tinge of New Netherlands English governors grant huge tracts of land to friends ruling "families" wield enormous power in colonial affairs They have the $$$ Money is power New Netherlands New York

Becomes a Quaker in 1660 Thats NOT Anglicanso he would have been persecuted for his religion in England 1681 - obtains a grant of land in the New World from Charles II (as payment for a debt owed to Penn's father)proprietary colony Penn's Woods (Pennsylvania) Advertising and liberal policies lure immigrants William Penn

The Quakers (The Religious Society of Friends) Nonconformists refused to pay taxes to support the Church of England Congregated without a paid clergy (no hierarchy) refused to take oaths (including the test oaths for public service) pacifists (against war and military service) Pennsylvania Ms. McGuires home state!

Philadelphia most carefully planned of all colonial cities Characteristics Relatively harmonious relations with the Natives land purchased, rather than taken peaceful relations collapse as more non-Quaker immigrants flood the colony Characteristics of the Pennsylvania Colony

Liberal representative assembly all landowners vote freedom of worship no tax-supported state church Catholics or Jews may not hold office, however only 2 capital crimes: treason and murder no immigration restrictions Prosperous grain exporter 3 rd largest colony in 1700 (Philadelphia will emerge as the largest colonial city) Characteristics of the Pennsylvania Colony, contd

1664 - Duke of York grants land to two noble proprietors (East and West New Jersey) Attracts New Englanders seeking better farmland 1702 - Crown combines the two Jerseys into one royal colony Delaware Run under the auspices of the PA governor, but has its own assembly. New Jersey and Delaware

Breadbasket colonies Fertile soil & broad expanses of land allow for grain cultivation Rivers & seaports broad, slow moving streams: The Delaware, Hudson, Susquehannaallow for fur trading deep estuaries and harbors provide for development of important commercial seaports: NY, Philadelphia, Albany Forests Virgin forests provide for a thriving lumber and shipbuilding industry ease of obtaining good land attracts landholders More characteristics of Middle Colonies

SECTIONALISMSECTIONALISM

11.5.13 REVIEW for test on Tuesday Tools to be successful today: Your lovely brain Textbook Journal Green Chart Study Guide Ms. McGuire Classmates

REVIEW Clergymen could votethey just couldnt be church officials (clergy) AND be govt officials Thats too similar to the system in England for the Puritans to handle Dissenters often had followersthis allowed them to be successful If they were Puritan ministers, their congregations often followed them to their new colonies/homes

Puritans and Pilgrims settled in Massachusetts Pilgrims were a small groupbut they were the first British colonists in New England Puritans were the dominant group that developed the MBC Pilgrims joined the MBC Small p pilgrim is basically just a vocabulary word

Southern Colonies British wanted in on the colonization mix $$$ Resources Power influence First attempts were Roanoke and Jamestown Joint stock companies Developed cash crops Tobacco, rice, indigo, sugar

Southern continued Needed lots of people to grow and harvest those cash crops Indentured servants Slave trade

11.5.13: Review for Test Test tomorrow Tools to be successful today: Your magnificent mind Ms. McGuire Classmates Journal Green chart Textbook Reading/documents from this class

Short answer expectations Details Commentary on those details

Green chart brainstorm

TEST Please get out your green chart for me to check off, a writing utensil, and a few sheets of paperjust to be sure :) Youve got this. If you wanted to re-take the Southern colonies quiz, raise your hand if/when you finish and I can let you do that retake today during class.

Documents

Monday, 9-16: Understand how to use primary sources and recognize bias. Please get out your homework (Frayer model of “bias”) and your notes. Can still