Transcript Monday, 9-16: Understand how to use primary sources and

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 reasoningnot emotions. STAY OBJECTIVE.
Barlowe’s 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!
Barlowe’s 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.
QUESTIONS:
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”?
MY 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
WHY DID EUROPEANS EXPLORE
IN THE 16TH CENTURY?
•Sea
route to spices
•Gold, silver, stones (riches)
•Expand knowledge
•Control larger empires
•To expand Christianity
•To find animal furs
9-18: UNDERSTAND 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.
PUSH/PULL 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 GOAL: TO DISCUSS THE
IMPACT OF CHRISTOPHER
COLUMBUS.
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.
CHRISTOFO COLON
Read “The Truth About Columbus”
What’s different from your textbook?
What is just new information that wasn’t 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 LEARNING TARGET:
TO UNDERSTAND THE THREE MAIN
REASONS EUROPEANS EXPLORED
Agenda:
Pair Activity
Primary Source
Discussion
True Story Friday
WITH 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
The 3 G’s
●
Gold
○
○
○
●
God
○
●
riches
resources
notebooks full of paper
Christianity/Catholic church
Glory
○
○
○
larger empires
more power
fame
MORE 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)
HOW SHOULD YOU INTERPRET
PRIMARY SOURCES?
•Make
•What
observations
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.
JOHN CABOT READING
•Which
of the reasons for exploration do you see
in John Cabot’s writing?
Glory (expand empires)
•“ample,
vast countries extended indefinitely…”
•“no doubt her Majesty’s 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
Understand the main reasons
for exploration of the
Americas
.23.13
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?
HOW 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 G’s
9.24.13
We will articulate what was
attractive about colonizing
North America, versus just
exploring the region.
Agenda
Notes
Summary of Notes
Notes Review
Effects of Exploration-Columbian Exchange
Before the Columbian Exchange, there were no
●
oranges in Florida,
● no bananas in Ecuador,
● no tomatoes in Italy,
● no potatoes in Ireland,
● no coffee in Colombia,
● no pineapples in Hawaii,
● no rubber trees in Africa,
● no cattle in Texas,
● no donkeys in Mexico,
● no chili peppers in Thailand or India,
● and no chocolate in Switzerland.
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. UNDERSTAND PUSH AND PULL FACTORS.
3. TO DISCUSS THE IMPACT OF CHRISTOPHER
COLUMBUS.
4. TO UNDERSTAND THE THREE MAIN REASONS
EUROPEANS EXPLORED
5. We will articulate what was attractive
about colonizing North America, versus
just exploring the region.
MERCANTILISM
•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 CRISIS OF CONSCIENCE: BARTOLOME DE LAS
CASAS
•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.
PAIR WORK REVIEW
•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 firsthand 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.
COLONIZATION OF NORTH AMERICA
BY GREAT BRITAIN
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 world’s land
surface and ruled a fourth of its population
•
•
BRITISH EMPIRE BY THE 1920S
English Colonization
of North America
•The
English wanted in on the colonization mix
•Started a colony in Roanoke (Barlowe’s 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 can’t 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.)
10.2.13
Students will reflect on their
behavior with a substitute
and demonstrate their
knowledge of Jamestown.
1.
2.
What is one thing that you did well as
a class with each sub?
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
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
VIRTUAL JAMESTOWN
http://vimeo.com/15936285
10.9.13 GOAL: HELP 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 2nd box in the rubric)
3. Do they have at least three
different sources? Score it on 4th
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
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.
Please
find
your
paper and sit
there
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
● I’ll make tick marks for good refuting
points for each group. That group will get 2
Debrief
1.
2.
Which argument do you feel made the
best case? If it wasn’t your group, why
were you swayed?
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 GOAL: TO PRACTICE WORKING
WITH PRIMARY SOURCES TO DEEPEN OUR
UNDERSTANDING OF JAMESTOWN.
Entry Questions in notes:
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?
1.
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 don’t 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 GOAL: USE KNOWLEDGE OF
JAMESTOWN TO COME UP WITH A LIST
OF SUPPLIES NEEDED TO SURVIVE
WITH YOUR CLASSMATES.
GET 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”
SUPPLY ORDER
•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
REFLECTION
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)
STUDY GUIDE
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 you’ve
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
Don’t have to include name
1.
1.
2.
3.
What is one thing McGuire has done well?
What is one thing McGuire could work on?
What is one thing you want me to know? It
could be about...
a.
b.
c.
d.
you
your classes this year
this class
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
SOUTHERN COLONIES--TOBACCO
•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 colony’s
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
17c.
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!
Colonial Slavery
• 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.

Slavery in America
•80-90%
of the slaves worked in the fields all over the
colonies, primarily the south
•Why
•The
do you think slavery took off in the south?
New England and middle colonies also had slaves
•Status worsened as slavery became more
institutionalized
•Slaves were bought and sold in slave markets
17c 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
Where are
the slaves
coming
from?
*What countries
are involved
with the slave
trade?
*Where are the
ports mainly
located?
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
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?”)
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."
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
EXIT SLIP
● 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
4
3
2
1
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
Occasionally
Rarely
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
Occasionally
Rarely
Student draws out
relevant
information
Has 5 relevant facts
about the institution of
colonial slavery
3-4
2
1
10.22.13 GOAL: TO PRACTICE
MEMORIZING CONTENT.
Please get out
•your
notes
•tobacco/rice/indigo worksheet
Virginia
House of Burgesses
Growing Political Power
• 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 17c, 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.
START 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.
Southern Colonies Quiz
Please take the next 5
minutes to review anything
you want to review.
2. Get out a writing utensil
1.
10.28.13 GOAL: TO LEARN THE
EXPECTATIONS FOR JOURNAL WRITING AND
LEARN TO IDENTIFY WITH THE REASONS WHY
THE NEW ENGLAND 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 one’s 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
made.
was very little writing, a false attempt was
JOURNAL NORMS
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 I’ll
know that you participated.
•If you don’t care if I read it, but it is still
confidential, just write a note at the top
10.28.13 JOURNAL ENTRY
•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 SumnerBonney Lake community?
DISCUSSION NORMS
•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…”
•Don’t
bash anyone’s viewpoints (in history or
current)
CLOSE 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
•How:
Leaders: Ministers!
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 GOAL: TO USE PRIMARY
SOURCES TO LEARN MORE ABOUT THE
MASSACHUSETTS BAY COLONY
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 GOAL: TO UNDERSTAND THE
PURITAN’S REASONS FOR STARTING THE
MASS. BAY COLONY AND CONTINUE
WORKING ON OUR PRIMARY SOURCE SKILLS.
Please get out your
journal
10.31.13 GOAL: I WILL UNDERSTAND THE
PURITAN PERSPECTIVE OF COLONIAL LIFE THROUGH
SUMMARIZING THE PRIMARY SOURCE “CITY UPON A
HILL”
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 Winthrop’s 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
CITY UPON A HILL PART 2
•Same
process as Part 1
•Read document silently
•I’ll 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
CITY UPON A HILL PART 3
•Same
process
•Complete individually
•7-8 key words
•Summary
•In your own words
11.1.13 GOAL: TO UNDERSTAND THE
ECONOMIC AND POLITICAL STRUCTURE OF THE
NEW ENGLAND COLONIES.
Please turn in City Upon a Hill Part 3 to your turn in slot
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 ANSWER THESE QUESTIONS ON
A SEPARATE SHEET OF PAPER:
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 Winthrop’s vision
have for liberty in Massachusetts society?
4. How effective was Winthrop’s use of the “city
upon a hill” analogy?
5. How do you think John Winthrop would have
viewed the Southern colonies?
1.
Economy of New England
FUR TRADE
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.
Traits of Puritanism
• Predestination
• Strong work ethic
• Literacy and education
• Community effort (as opposed to individualism)
• Man’s inherent sinfulness
• Wilderness as the devil’s province
• Puritans saw nature as God’s creation but
feared the disorder of the frontier and viewed Indians as
savages
11.2.13: GOAL: TO UNDERSTAND THE
ECONOMIC AND POLITICAL STRUCTURE OF THE
NEW ENGLAND 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
•Gov’t 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.
Politics in New England
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.
DISSENTERS
•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
ALL 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.
MBC moving toward democracy?
Representative legislative assembly
formed in 1634 and after 1642
assembly met separately as a lower
house and was most influential part
of gov’t.
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 Test—British 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 Test—British
Colonization
•
Southern Colonies
•
•
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
•
•
The Starving Time, Jamestown, VA company, joint stock
company, indentured servant, headright system, tobacco
(brown gold), cash crops, Middle Passage, Triangular Trade
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 gov’t
Anne Hutchinson
•
•
•
•
http://www.loc.gov/exhibits/religion/vc006367.jpg
•
" didn’t 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
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
New Netherland
•
•
Claimed by Henry Hudson in 1609
Stayed for fur trading (Dutch West Indies Co.)
•
Beaver fur=$$$
Characteristics
New Amsterdam - major city
• no free speech, democratic practices, freedom
of worship
• cosmopolitan town --many different
languages, cultures in 1640s
• highly aristocratic
•
Swedish and English
neighbors…
•
•
New Sweden (1638-1655) today Delaware
Absorbed by the Dutch in 1655
England’s influence…
• 1/2 of all New Netherlands residents were New
England immigrants…why do you think?
• invaded in 1664 by England under the Duke of
York…
New Netherlands → New York
retains the aristocratic tinge of New
Netherlands
• English governors grant huge tracts of land to
friends
• ruling "families" wield enormous power in
colonial affairs
•
•
•
They have the $$$
“Money is power”
William Penn
•
Becomes a Quaker in 1660
That’s NOT Anglican…so 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
•
Pennsylvania
Ms. McGuire’s home state!
•
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)
•
Characteristics of the
Pennsylvania Colony
•
•
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, cont’d
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
• 3rd largest colony in 1700 (Philadelphia will emerge as the
largest colonial city)
•
New Jersey and Delaware
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.
•
More characteristics of Middle
Colonies
Breadbasket colonies
Fertile soil & broad expanses of land allow for grain
cultivation
Rivers & seaports
broad, slow moving streams: The Delaware, Hudson,
Susquehanna…allow 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
•
S
E
C
T
I
O
N
A
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I
S
M
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 vote—they just couldn’t be
church officials (clergy) AND be gov’t officials
•
•
That’s too similar to the system in England for the
Puritans to handle
Dissenters often had followers—this 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 group…but 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…
•
•
•
•
•
First attempts were Roanoke and Jamestown
•
•
$$$
Resources
Power
influence
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 paper…just to be sure :)
You’ve 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.