1. French and Indian War

3. DBQ (DBQ’s are NOT 50% of your grade but right now they are)  7/7 = 50 pts.  6/7= 48 pts.  5/7= 46 pts.  4/7= 44 pts.  3/7= 42 pts.  2/7 = 35 pts.  1/7 = 30 pts.

4. Retake  By Next Friday turn in a typed and revised copy of your essay with the original draft.  Also Turn in a rubric explicitly annotated telling me how you got each point  I can meet with anyone next Tuesday 3:30-5:00 or schedule another time

5. What we did well  Used all the documents  Theses were solid for the most part

6. Weaknesses  Context  Outside information  Explain significance of Author’s point of view, context, and audience for four doc’s  Synthesis

7. Contextualization  Sample  English Civil War (Puritan victory curbs Great Migration)  Restoration of the Monarchy (End of English Puritanism)  Settlement of other neighboring colonies  MA – CT, RI, NH (spread of dissenting puritans)  VA – MD (spread of plantation culture)  Immigration of other groups (Germans, Quakers, Catholics)  Role of Mercantilism (encouraged cash crops in the South and commercialism in New England)  Royal Africa Company & growth of slavery

8. Outside Information  Sample  New England Town Meetings  Headright System  Plantations  Tobacco  Representative democracy – House of Burgesses  Indentured servitude

10. Sample Analysis

11. One Method of Organizing the Essay New EnglandChesapeake Political Must be united a model for others (A) Direct democracy – New England Town Meetings Colony unable to defend itself (G) Government - corrupt “parasites” who have compromised colonies defense (H) Representative democracy – House of Burgesses Social Community important; relatively egalitarian (A) Families with children and people of various ages emigrated (B) Towns planned with a mix of classes, some equality (D) Emigrants - young, unrelated, and mostly male (C) Great social division (F) Inequity leads to fears of rebellion or treason (G) Indentured servitude Economic Skilled workers (B) Economic profit restrained for the good of the community (E) Agriculture difficult so people turned to Timber, Fur, Ship Building trades Economic exploitation and great hardship (F) Headright System Plantations Tobacco Religious Puritan TheocracyEstablished Church of England Religion not an issue in the founding of VA MD – Catholics & Act of Toleration

12. Timeline  Gilder Lehrman Timeline Gilder Lehrman Timeline

13. Unique to the 13 British Colonies  Why were the thirteen colonies ready to revolt? What was unique to the 13 British Colonies compared to French or Spanish Colonies (163-166)?

14. The 13 colonies were  Locally rooted elites  Centers of diverse economic activity  Unlimited immigration (large populations)  Separate political Identity

15.  Describe the conflict between landlords and tenants and demands for freehold rights (166-169).

16.  Who were the Paxton Boys? What was the regulator movement? (170-172)

17.  Describe the French and Indian War. What caused it? What

18. Causes of the French Indian War  Ohio River valley claimed by the French and British governments  Both European countries used Native American claims to the land.  The British said it belonged to the Iroquois Indians, and the French said it belonged to the Hurons.

20. Consequences  War Ends in 1763 with the Treaty of Paris  France and Spain cede all territory in N. America up to the Mississippi

21. All the participants of the Seven Years' War. Blue= Great Britain, Prussia, Portugal, with allies Green= France, Spain, Austria, Russia, Sweden with allies

22.  What were some of the consequences of the war? What were some of the consequences of the war?

23. Proclamation line of 1763  Intended to end conflict between Native Americans and British Colonists  Many Native groups sided with the British in exchange for a promise to be left alone west of the Appalachians  Prohibited settlers west of the Appalachian Mountains  Permanent army stationed to enforce

24. Taxes  Doubled British Crown debt. To recoup some money the Parliament passed  Sugar Act of 1764  Stamp Act of 1765 Stamp Act of 1765  Townshend Duties of 1767 (external tax versus internal tax)

25. “No Taxation without Representation”  The British crown had no authority to tax without Parliament’s consent  American Colonists had no representation in the British Parliament

27.  Compare and contrast “elite protest” vs. “popular protest” (183-190)

28.  What was the “Boston Tea Party” and why is it important (192)?

29.  Describe what the author means by “two meanings of Radicalism” (200-203)

30. In your Notes:  Write down the Responses to Toward Revolution: Guided Readings Toward Revolution: Guided Readings  What do the quotations suggest were the fundamental causes of the American Revolution?  Describe the political and constitutional views of the colonists. What was their view of Parliament’s right to tax the colonies?  Do you think colonists from different sections and different social classes shared the same political ideas?  Would you describe the colonists’ grievances as calm and carefully reasoned or as exaggerated and paranoid?

31. Document Based Question (LOOK AT THE RUBRIC!!!) 1. Create a tentative thesis statement for your essay 2. Come up with context 3. In groups of 2-3 students analyze and annotate all of the documents and categorize into themes. Also remember to comment on the point of view, context and audience of the documents  Political  Ideology  Economic 4. Edit your thesis statement 5. Create an outline for your essay stating which 2 pieces of evidence (from the documents) will be used in each body paragraph to support your thesis 6. Find one piece of outside information for each body paragraph 7. What is your synthesis?