1. Create a Flashcard for the term: Colonization
WARM UP: 9 SEPTEMBER 2015
Create a Flashcard for the term: Colonization
Write the word really big on one side
On the other side, write the definition and a historical example
Find the definition online, in a dictionary, wherever 
Extension: Think about it: Where are you keeping these? What would be helpful for organizing these?

2. APUSH Review: Key Concept 2.1
Period 2:
APUSH Review: Key Concept 2.1
Everything You Need To Know About Key Concept 2.1 To Succeed In APUSH
Updated for the 2015 revisions

3. The New Curriculum
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 the competed with each other and American Indian for resources.”
Page 30 of the Curriculum Framework
Big ideas:
What were similarities in colonization among the Spanish, French, Dutch, and English?
What were the experiences like with Native Americans with these European countries?
How and why did slavery evolve in these colonies?
How did climate and geography affect British colonies?

4. Turn and Talk: Brainstorm what you already know about:
-Spanish Colonization Goals
-Spain’s relationship with Natives
-60 seconds
(Every member of the small, family group will turn in and contribute to the discussion. The goal is to pour out your mind for the entire minute!)

5. Key Concept 2.1, 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.” - Page 30of the Curriculum Framework
A) Spain established strict control over colonization and converted and exploited many natives
A major goal of Spain was to make $
All trade must go through a few Spanish controlled ports
Small amount of Spaniards ruled indigenous population
Spain sought to convert natives to Christianity, forced many into the encomienda system, and used as trading partners
B) French and Dutch colonization:
Both countries sent few Europeans and built relationships with the Natives
French – intermarried with natives and built extensive trading partnerships
Coureurs de bois – French fur traders – trade beaver furs; would live among natives
Dutch – Like the French, the Dutch build extensive trade routes – mostly in NY
Encouraged settlement of the New World – New Netherland

6. Today’s Focus = Key Concept 2.1 I C
WARM UP: 10 SEPTEMBER 2015
Create a T-Chart. List 2 groups of European colonizers and their goals.
You read about one of them last night!
Is the word “colonizers” tripping you up? Look at your flashcard from yesterday 
Today’s Focus = Key Concept 2.1 I C

7. Key Concept 2.1, I C)English Colonization:
Large number of immigrants
Both male and female – unlike other European countries
Sought economic prosperity, religious freedom (Puritans), and better living conditions (England was overcrowded)
English colonies also welcome immigrants from other countries
Colonies were based on agriculture
Tobacco became a large cash crop
Headright system encouraged immigrants – benefitted the wealthy
Unlike the French and Spanish, English colonists sought to live separately from Native Americans
Conflicts with natives – Powhatans, Bacon’s Rebellion, Pequot War, King Philip’s War

8. THE HEADRIGHT SYSTEM
Pay for someone’s passage to America… get 50 acres
$215 in today’s money
In the beginning, even slaves counted
Example: 60 slaves = 3000 acres of land
Indentured Servants might work for 3-7 years to pay off their debt
Mostly poor people became servants
Mostly rich benefited
“The rich get richer and the poor get poorer” or
“It takes $ to make $”

9. Primary Source Analysis:
John Rolfe:
Primary Source Analysis:
In your small family group, read through document 2.2: John Rolfe, Letter on Jamestown Settlement 1618
Work together to answer the Identify, Analyze, and Evaluate questions.
Refer to the Samuel de Champlain document from yesterday for the evaluate question.

10. Check for Understanding:
AP Historical Thinking Skill: Historical Causation
The relationship between cause and effect is Historical Causation. Historians are often concerned with long- term causes and proximate (short-term) causeds.
Answer the following question on a separate sheet:
Determine and explain 2 long-term and 2 proximate causes of an event described in a document from today or yesterday.

11. Equality, Democracy, Opportunity, Rights, Liberty
Warm Up: 11 September 2015
September 11th, 2001 was a day that triggered a global and national paradigm shift. On that day, terrorists representing the Al Qaeda network hijacked airplanes in the United States and turned them into weapons for killing thousands of innocent civilians.
Choose one of the American Ideals below and describe how 9/11 changed it in our culture.
Equality, Democracy, Opportunity, Rights, Liberty

12. Bacon’s Rebellion Nathanial Bacon William Berkeley Causes Outcomes
Virginia settler, farmer, political leader
William Berkeley
Virginia colonial governor
Causes
Bacon felt slighted
Doag Indian attacks
Outcomes
Rebels overtake/destroy capital 1676
Merchant ships then British military restore order
First rebellion, solidified the racial caste of slavery

13. “Determine and explain 2 long-term and 2 proximate causes of an event described in a document from today or yesterday”
Sample 1
“A short term cause was the British sent over just a ton of people, which resulted in the English colonies having only people that know how to do the same thing…”
Sample 2
“The desire from Europeans to become better than their peers, caused many of them to establish their colonies for competition with similar nations.”
Sample 3
One long term cause could be trade, like how the French tried to befriend the Natives via trade…”
Sample 4
“As immigration to the New World expanded, English men and women started travelling in masses to colonies. The main reasons for this were…”

14. WARM UP: 14 SEPTEMBER 2015
Choose 2 of the colonial regions below. Describe a similarity and a difference about them.
Chesapeake Colonies
Middle Colonies
New England Colonies

15. PERIOD 1 EXAM: REVIEW
Be specific: “One reason for European exploration was to bring money to leaders or to specific people.”
Restate the prompt: “One reason for European exploration was the need for precious metals, especially gold and silver.”
Verb tense
Use letters, not numbers. My bad…
Multiple choice = big ideas, not easily memorizable…

16. Key Concept 2.1, 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.” - Page 31of the Curriculum Framework
A) Chesapeake colonies (MD and VA) and North Carolina:
Relied heavily on tobacco – plantations developed – long work days and growing seasons
Exhausted land – led to expansion and conflicts with natives (Bacon’s again!)
Up to the late 17th century, most labor was made up of indentured servants
After Bacon’s Rebellion (1676), there was a switch to African slavery
B) New England colonies:
Established by Puritans (wanted to purify the Anglican Church – John Winthrop)
Established small towns with small farms
Schools were established for towns with 50 families; extended families were common
Some agriculture, fishing, commerce – Boston becomes a major port city
Colder climate, rocky terrain did not allow large plantations

17. TURN AND TALK
Tell your table group about the differences and similarities you found about the colonial regions we’ve studied so far.
You can use your warm up, notes, or a combination of both.

18. WARM UP: 15 SEPTEMBER 2015
What describes the relationship between the geography and the economy in the Middle Colonies?
A) mostly swampy lands: fishing became the main economic activity
B) mild winters and fertile soil: most people made their living from farming
C) harsh winters and dry summers: most people made their living from manufacturing
D) heavily forested lands: most people made their living from shipbuilding and lumbering
Answer in a complete sentence that restates the question!

19. Key Concept 2.1, II C) Middle Colonies:
Tended to be the most diverse demographically, religiously, and ethnically
Quakers in Pennsylvania (William Penn) – religiously tolerant
Women in Pennsylvania had more rights – Quakers allowed women equal positions in church
Immigrants from Germany
Economy was based on the exportation of cereal crops - wheat
D) Southern colonies and West Indies:
In South Carolina and Georgia, rice was a major staple crop
Very arduous labor – long days and long growing season
Many white laborers refused to work in rice fields – led to an increase in slave labor
In the West Indies (Barbados) sugar cultivation was a major part of the economy
Like South Carolina and Georgia, slave labor was heavily used
In many instances, slaves made up a majority of the population
Led to the development of slave codes – laws to regulate slave behavior
Gave incredible power to slave owners

20. TURN AND TALK
We know slavery becomes a defining factor of Southern society.
What factors made the Southern Colonies more likely to become bastions for slavery instead of the other Colonial Regions?
Be specific in your conversation…

21. Short, Short Answer Question
WARM UP: 16 September 2015
Short, Short Answer Question
Analyze how ONE of the following options helped shape the economy and social structure of the southern colonies in the seventeenth and eighteenth centuries
The environment
The head right system
Indentured servitude
Remember, each part of a short answer question should be 2-3 sentences… MAXIMUM!

22. TURN AND TALK: Share your answer with your small, family group.
Give/Get Feedback:
Was the answer 2-3 sentences long?
Did the answer restate the prompt/question?
Was the answer correct?
Is there any other feedback you can give?

23. Key Concept 2.1, II
E) Emergence of democratic, self-government in the British colonies:
Caused by:
Distance from Britain
Lax attention (Salutary Neglect – “hands-off” approach to the colonies)
New England colonial government:
Town meetings -> elected legislatures
White, land-owning, church members could vote
Southern colonial government:
Planters dominated assemblies
Virginia House of Burgesses – 1st representative government in British colonies, many members were elite plantation owners

24. FINISHING UP OUR MAPS:
Please add a new symbol and description for each Colonial Region
Predominant Colonial Government
Middle Colonies: pg 62-64
Chesapeake Colonies: had a mix of Southern & Middle

25. WARM UP: 17 SEPTEMBER 2015
For which of the following reasons did the spread of tobacco cultivation in Virginia lead to conflict with the Indians?
The Indians were jealous of the prosperity that tobacco cultivation brought to the English settlers
In an effort to get workers for their plantations, Virginia planters began to kidnap and enslave Indians
The abundant land required for tobacco cultivation caused the settlers increasingly to encroach on Indian lands
Indian religion associated tobacco with evil spirits and with death

26. MAKE A FLASH CARD Write MERCANTILISM really big on one side
Find the formal definition and write it on the other side
Use a dictionary, google, etc
Give a historical example
Add this to the front: Furthermore, the idea that a colony exists for the financial benefit of its mother country.

27. Key Concept 2.1, III A) Atlantic economy:
“Competition over resources between European rivals and American Indians encouraged industry and trade and led to conflict in the Americas.” - Page 32of the Curriculum Framework
A) Atlantic economy:
Exchange of goods, African Americans, and Native Americans between Europe, Africa, and the Americas
European colonies focused on producing goods to Europe (Mercantilism)
Goods that were valued in Europe were exported from the colonies (fur, tobacco, etc.)
New sources of labor -> Native American labor, indentured servants, and African slave labor
B) Impacts of trade on Natives:
Cultural changes – Natives lost land, many Europeans sought to assimilate them
Economic changes – Land was lost and altered by Europeans
Demographic changes – drastic decrease in population due to diseases

28. Leveled Questions: Reading/Notes Strategy
Title
Read
Bullet Point Notes
Ask/Answer Questions
Right There Questions
Think and Search Questions
Author and You Questions
Let’s practice with the story of Cinderella!
We will:
Write the title on a paper
Tell the story
Create/Answer questions in our groups
Share out as a class

29. Let’s use our new strategy for APUSH
You may begin your homework now:
AP: pg 53-54
Puritans vs Indians
Focus = 2.1 III C
Use the new strategy for notes until further notice

30. Short, Short Answer Question
WARM UP: 17 September 2015
Short, Short Answer Question
Briefly explain the differences between the Spanish settlements in the Central/South America and the English colonies in the seventeenth century in terms of ONE of the following:
- Native Relations
- Religion
- Economic development
Remember, each part of a short answer question should be 2-3 sentences… MAXIMUM!

31. TURN AND TALK: Share your answer with your small, family group.
Give/Get Feedback:
Was the answer 2-3 sentences long?
Did the answer restate the prompt/question?
Was the answer correct?
Is there any other feedback you can give?

32. Key Concept 2.1, III C) Interactions between Natives and Europeans:
Fostered (promoted the growth of) both accommodation and conflict
Europeans allied with Native groups against opposing Native groups
Pequot War, Metacom’s War
British were able to offer more goods to natives, whereas the French were more tolerant of natives (and intermarried with natives)
During the French and Indian (7 Years) War, almost all natives were allied with the French – not the Iroquois

33. Stop and Jot
Despite alliances for trade and military purposes, disease from European Colonists continued to ravage Native populations.
Take a look through your notes, texts, and handouts to identify several specific diseases that affected Indian Populations. Use partner support too!

34. Key Concept 2.1, III E) British and Native American conflicts:
Were caused by:
Competition over land, resources, and boundaries
Led to military conflicts:
Metacom’s War (King Philip’s War) – see video in description
Conflict between Natives and British colonists in New England
Natives were defeated, not much of a threat thereafter in New England
F) Spanish and Native American resistance:
Pueblo Revolt: Pueblo Indians successfully overthrew the Spanish for 12 years
After the Spanish regained control, they became more accommodating to Native American culture, particularly religion

35. Let’s Think Critically…
Using the “Historical Heads” format, notes, and several primary sources we will contrast the Spanish and British reactions to Native resistance resulting from competition of resources.
1st Period: 7:30 am – 8:16 am
2nd Period: 8:20 am – 9:06 am
3rd Period: 9:10 am -9:56 am
4th Period: 10:00 am – 10:46 am
Lunch:  10:46 am – 11:31 am
6th Period: 11:31 am -12:17 pm
7th Period: 12:21 pm – 1:06 pm
8th Period: 1:10 pm – 1:56 pm
Pep Assembly – 2:00 pm

36. Key Concept 2.1, III D) European and colonial interests often varied:
Both sides increasingly distrusted each other
British colonists sought to expand (especially post 7 Years’ War), Britain forbade it
Frontier defense became a major issue –seen in Bacon’s Rebellion
Trade divided the two groups – colonists smuggled to get around British taxes

37. Test Tips Multiple-Choice and Short Answer Questions: Essay Questions:
Goals of European colonization
Differences between British and other colonies
Comparing British colonies (geography, religion, economy)
Essay Questions:
Reasons for the development of slavery
Comparing and Contrasting European colonization – French, Spanish, and English