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APUSH Mr. Weber Room 217. Activator 1. Do you find the chapter outline or chapter highlights style of notes more helpful in the lecture / pre-reading.

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Presentation on theme: "APUSH Mr. Weber Room 217. Activator 1. Do you find the chapter outline or chapter highlights style of notes more helpful in the lecture / pre-reading."— Presentation transcript:

1 APUSH Mr. Weber Room 217

2 Activator 1. Do you find the chapter outline or chapter highlights style of notes more helpful in the lecture / pre-reading of the chapter? 2. Without looking, what are the two regions of the first English settlements called and where are they? 3. What aspect of English settlement are you most interested in?

3 Agenda Activator, agenda, and objective (10 minutes) Ch. 2 Pre-Reading lecture (15 minutes) DBQ group work (45 minutes) DBQ writing (45 minutes) Exit ticket and homework (10 minutes)

4 Objective AP College Board Topic #2: English settlement of New England, the Mid-Atlantic region, and the South From servitude to slavery in the Chesapeake region Religious diversity in the American colonies Resistance to colonial authority:

5 New England Puritanism emerged from the Protestant Reformation in England. Puritans followed the teachings of John Calvin and were strict on reading the Bible and listening to sermons. Many Puritans came for religious liberty and were governed by a system of “moral liberty.” Puritan work ethic stressed hard work as saving the soul


7 Plymouth Pilgrims came to Plymouth (Cape Cod) on the Mayflower. Signed the Mayflower Compact before going ashore. Squanto provided help to get the pilgrims through their first Thanksgiving. New England settlement would be very different than Chesapeake: more equal balance of power between men and women, longer life expectancy, more families, healthier climate.

8 Massachusetts Bay Colony Massachusetts Bay Company was chartered in 1629 to London merchants. Organized Mass. Into self-governing towns. Each town has Congregational church and school. (Harvard was started to educate ministers). Church membership was required to vote. Church and state were very connected.

9 Trials of Anne Hutchinson Hutchinson was a well-educated, articulate woman who charged that nearly all the ministers in Mass. Were guilty of faulty preaching. Placed on trial in 1637 for sedition and spoke of divine revelations while on trial. She and followers were banished from Mass. Mass. not practicing free religion: Quakers were hanged, for example.

10 Ch. 2, Image 24

11 Other Highlights … The Pequot War 1637. The Merchant Elite. The Half-Way Covenant. English Civil War. Crisis in Maryland Cromwell and the Empire.

12 DBQ Group Work In groups of 4 choose either the DBQ on the Salem Witch Trials or Puritanism. Copy down the prompt: 1. “What factors motivated the witchhunt of 1692 in colonial Salem, Massachusetts?” 2. “From the accompanying documents, analyze and evaluate the political, social, and economic contributions of the New England Puritans.” Divide up the documents within your group and take notes individually for 20- 30 minutes. Take those notes and try to boil them down into a few lines you would write about that particular document. Take turns sharing your findings and discussing how the documents might fit into a thesis statement answering the prompt for about 30 minutes. Write the essay individually for about 30 minutes.

13 Scoring Guide 8-9 Category: -contains a well-developed thesis that addresses the question -presents an effective argument to the question at hand-maybe uneven -effectively uses scope, sequence, and detailed content -supports the thesis with substantial and relevant outside information -is clearly written and well organized -grasps the historiography and historicity of the question -may contain very minor errors 5-7 Category: -contains a thesis and the question -has limited analysis, mostly descriptive -deals in generalities more than specifics -uses some scope, sequence, and content -uses multiple sources of information -shows acceptable organization, language and does not interfere with comprehension. -may contain errors that do not seriously detract from the question.

14 Scoring Guide Continued 2-4 Category: -presents a limited, confused or poorly developed thesis -deals with one aspect of the question in general or a superficial way -quotes from the text or single source -contains little outside information, or uses inaccurate information -demonstrates weak organization or writing skills that are confused -may contain major errors. 0-1 Category: -contains no thesis to address the question -exhibits inadequate understanding of the question -contains little or no understanding of the source materials -ignores documentation and outside information -contains inappropriate outside information -written so poorly that it inhibits understanding -contains numerous errors, both major and minor errors

15 Jim Tomlin’s Scoring Rubric Thesis Well developed and clearly focused (8-9) Clear and adequate (5-7) Confused, limited, or missing (2-4) No thesis, provides an inappropriate response (0-1) Document Usage Sophisticated use of a substantial number of documents (8-9) Several documents used, may be more descriptive than analytical (5-7) Few documents used, significant errors in document interpretation (2-4) No document used, obvious misunderstanding of documents (0-1) Critical Thought Strong interpretation and analysis (8-9) Limited or superficial analysis, mostly descriptive (5-7) Limited or no understanding of the question (2-4) Shows a complete lack of understanding (0-1) Evidence Abundant, appropriate, dealing with all aspects of question (8-9) Uses some factual information (5-7) Superficial or missing supporting information (2- 4) Little or no evidence (0-1) Writing Style Well organized and well written (8-9) Acceptable organization and writing (5-7) Weak organization and/or poorly written (2-4)) May be incomprehensible (0-1) Error Level No errors or errors are insignificant (8-9) May contain minor errors (5-7) May contain major errors (2-4) Has substantial factual errors (0-1)

16 Exit Ticket and Homework Exit ticket: How do you feel about your progress so far? Class notes, primary source work, debate? Homework reading and reading test? DBQ’s? Homework: Everyone: Read Foner’s Give Me Liberty! Ch. 2 and take notes (I will check your notes as well as testing you on the reading). Debaters: write speeches and questions for tomorrow’s debate.

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