1. John Winthrop & American Expansion City Upon a Hill

2. What were the major causes and effects of various expansionary times in U.S. history - i.e., territorially, economically and/or politically? *documents: John Winthrop's City Upon A Hill ESSENTIAL QUESTION

3. Puritans were a Calvinist sect of the Church of England who wanted to eliminate all Catholic vestiges of the Anglican Church. They wanted to “purify’ the church and eliminate the Episcopal structure and teaching authority of the church. King James I was a high Anglican and worked to keep much of the Catholic tradition in the Church of England. Charles believed in the “Divine Right of Kings” and persecuted Protestant sects (along with Roman Catholics). Frustrated Puritans looked to move elsewhere.

4. Wealthy Puritans, such as John Winthrop, looked to settle on English plantations in subjugated Ireland. Instead, in 1629 they formed the Massachusetts Bay Company to fund the expedition and settlement of a Puritan colony in North America.

5. In Massachusetts, the Puritans hoped to create a society based on the teachings of the Bible that was in line with God’s Divine will for all humankind. The new society would serve as a model for England and all of Europe.

6. They considered the English Civil War to overthrow Charles (1642-1648) to be proof that their Holy Society had worked and had inspired others to act.

7. City Upon a Hill The Root of American Exceptionalism ?

8. R.E.A.F. Lesson Preparation Process for Teachers A Teaching Primary Sources Activity Copyright 2010‹#›

9. R.E.A.F. R R ead the document E E valuate its intent A ssess its e A ssess its effects on future events, issues, or behaviors F F ingerprint the effects through your curriculum

10. R.E.A.F. Read The Document Thoroughly

11. R.E.A.F. Teachers must read all primary source documents thoroughly, be able to answer student inquiries, and evaluate student conclusions. Teachers must also research the background of the primary source in order to help students deepen their understanding.

12. R.E.A.F. Evaluate the Document A Author- Who was the person or persons writing it? R Reason- Why did he, she, or they write it? What was its purpose? T Time- When was the Document written? I Immediate effects- What happened as a direct result of this document? S Subsequent effects- What later events could claim the document as a cause or inspiration? T To whom- Who was the intended audience? (Also, what audiences have listened to it since?)

13. R.E.A.F. Teachers must evaluate the primary source document or artifact. Use the A.R.T.I.S.T. method to gain a further understanding of the importance of the document or artifact.

14. R.E.A.F. Assess the primary source’s e Assess the primary source’s effects on future events, issues, or behaviors.

15. R.E.A.F. S When evaluating the primary source, teachers must pay special attention to any Subsequent effects the source has had on future events. Knowing the subsequent effects will help teachers make connections for students.

16. R.E.A.F. American Revolution Abolitionist Mexican War Civil War Spanish-American War World Wars I & II Civil Rights Peace Corps Cold War War on Terror Mark the Document’s Fingerprints on other points in History:

17. R.E.A.F. FINGERPRINT After teachers identify subsequent effects that the primary source had on historical events, behaviors, or issues, FINGERPRINT those events to show students continuity and contrasts (along with cause and effect) throughout history. FINGERPRINT Also, look backwards to see what events and issues helped cause the primary source document students are studying. FINGERPRINT those events and show students how the events they had studied at an earlier time affected the issues they are currently studying.

18. What is A.R.T.I.S.T.? A.R.T.I.S.T. is a method of primary source analysis that allows students to process information in a written or visual source of a historic nature. An acronym: each letter stands for an important part of the process. © 2010 CICERO

19. Who can be an A.R.T.I.S.T.? A.R.T.I.S.T. can be used with Middle and High School students. After a brief introduction to the method, teachers can assign students to analyze a source either individually or in small groups. © 2010 CICERO

20. What does A.R.T.I.S.T. stand for? Author Reason To whom Immediate effect Subsequent effects Time Period © 2010 CICERO

21. Painting History with Broad Strokes Author Reason To whom Immediate effect Subsequent effects Time Period © 2010 CICERO

22. Author Who is the author of the document? © 2010 CICERO

23. Reason What is the reason or purpose of the communication? © 2010 CICERO

24. To Whom Who was the audience? Why is this so important? © 2010 CICERO

25. Immediate Consequence What were the immediate consequences of the production of the document? © 2010 CICERO

26. Subsequent Impact What was the subsequent impact of the source under consideration? Did it have significant reverberations or only slight ones? Example: © 2010 CICERO

27. Time Period When was the document produced? © 2010 CICERO

28. Artists Draw Conclusions! After students have applied A.R.T.I.S.T., ask them to draw conclusions from the document or source. Ask leading questions to get your students to fully process the document and its place in history. © 2010 CICERO

29. RTIA TS BECOME AN © 2010 CICERO

30. A R T I S T City on the Hill © 2010 CICERO

31. R T I ST A AUTHOR: © 2010 CICERO

32. R T I ST A AUTHOR: John Winthrop © 2010 CICERO

33. R T I S T A REASON: © 2010 CICERO

34. R T I S T A REASON: To Establish a Holy, Christian Colony © 2010 CICERO

35. R T I S T A REASON: To inspire the World © 2010 CICERO

36. R T I S T A REASON: To inspire the colonists to work hard for one another © 2010 CICERO

37. T I S T A TO WHOM: R © 2010 CICERO

38. T I S T A TO WHOM: R The Colonists © 2010 CICERO

39. T I S T A TO WHOM: R The World © 2010 CICERO

40. T I S T A TO WHOM: R God © 2010 CICERO

41. R T I S T A IMMEDIATE EFFECT: © 2010 CICERO

42. R T I S T A IMMEDIATE EFFECT: The Birth of a New Colony © 2010 CICERO

43. R T I S T A IMMEDIATE EFFECT: Establishment of authority © 2010 CICERO

44. R T I S T A SUBSEQUENT EFFECTS: © 2010 CICERO

45. R T I S T A SUBSEQUENT EFFECTS: Inspired the English Civil War © 2010 CICERO

46. R T I S T A SUBSEQUENT EFFECTS: The colony and then Commonwealth of Massachusetts © 2010 CICERO

47. R T I S T A SUBSEQUENT EFFECTS: American Exceptionalism © 2010 CICERO

48. R T I S T A SUBSEQUENT EFFECTS: The Revolution Abolition Manifest Destiny The Civil War Industrialization Spanish-American War World War I World War II Cold War Civil Rights War on Terror © 2010 CICERO

49. R T I S A TIME PERIOD: T © 2010 CICERO

50. R T I S A TIME PERIOD: T © 2010 CICERO 1630