UNIT+3+--+WHAT'S+WITH+THE+FUNNY+HATS?

__**Objectives:**__
• Chart and examine population growth and western migration in the British colonies from 1690-1754. • Assess the triangle trade’s impact on British America. • Analyze the social and economic effects of slavery in the southern colonies. • Interpret primary sources from the American Enlightenment and Great Awakening using APPARTS. • Compare and contrast the British and Spanish empires in North America. • Discuss how European wars became American wars and their impact on colonial life. • Explore how power was brokered between colonial governments and the British government. • Write a guided Document-Based Question response using recommended strategies from the AP U.S. History Teacher’s Guide.







Pacing Questions
Some of you have asked whether the pace of this course will be as brisk as it has been at the outset. Thank you for these questions. As I stated at the beginning of the year, I have broken down our year of study based on the percentages directed by AP in the Teacher's Guide. I realize that this means that we lose depth at times, but I am stuck between teaching content and teaching to a test. If I emphasize depth and content, even if it is more interesting than surveying content, I will get complaints from people who say that I did not help them prepare enough for topics included on the test. Hopefully, I will do a better job appeasing both audiences. Thank you for your patience with me as I navigate these two valid constituencies!

History in the Making...
Last week, Senator Barack Obama accepted the Democratic party's nomination as candidate for President of the United States. His speech was delivered the same week that Dr. Martin Luther King, Jr. delivered his famous "I Have a Dream" speech in Washington D.C. forty years ago. It marks the first time in history that an African-American has been selected as a presidential nominee. Although the scope of this class does not necessarily cover current events, many themes that we will examine this year are exemplified in Senator Obama's candidacy and acceptance speech. We will spend class and homework time watching his speech, interpreting his platform, and assessing his performance in the weeks' ahead. Please take notes on these themes as you watch the speech.

Isolationism vs. Globalism Rural vs. Urban Unicultural vs. Multicultural Equality vs. Inequality Unity vs. Division Religion vs. Secularism Tuning in vs. Dropping out

Check out Obama's speech as well as other noteworthy speeches from last week's convention at the [|2008 Democratic National Convention] website. (You may need to download a widget to watch the speeches.)

Homework 9/1: APP p. 94-115; Chapter PowerPoint and Summary; Finish Barack Obama’s Speech and take notes on major themes

Mapping the Thirteen Colonies
The original thirteen colonies consisted of a majority of the Atlantic coast of North America, but do you know their names, locations, major cities, and physical landmarks? I didn't think so. For the first part of class today, I thought it would be a good idea if we embarked on that endeavor.

Chapter 4 Reading Round-Up
As I said in my introduction to this chapter, there were a lot of loose ends jumbled together to construct a portrait of Colonial America on the eve of Revolution. Sometimes when we examine society, it is helpful to look at statistics rather than individual stories and episodes. For those of you interested in science, this may make more sense than the chapter did. Check out these different charts and assess Colonial American society from **1700-1750.**

From 1700 onward, Great Britain sought to eliminate European influences on British colonies, namely France and Spain, and exert more control over their colonial empire. This led to a series of parliamentary measures that tied colonists and the mother country together much more closely than in the past. In many cases, ties were stronger between individual colonies and Great Britain than they were with each other. **The Triangle Trade** created this tight economic and cultural relationship and mostly benefited colonists and Brits alike, but oftentimes, the British received the better end of the deal, which sometimes created an indebted, irritated Anglo colonist elite.

Meanwhile, the colonies expanded as the colonial population became more stable and gradually reproduced as well as waves of **immigrants** from the **British Isles** and other parts of **Europe** and **Africa**. By 1750, there were over **two-million people** residing in British North America. The **Indian** population began its slow migration west in this era. Although Indians did not necessarily give up resistance to the British colonists, they became increasingly fragmented and dependent on the colonists for goods to which they had grown accustomed. By moving west, they hoped the Appalachians would work as a buffer between their communities and the coastal colonial communities, but as those areas began filling up, new and old colonists alike began traversing the mountains seeking the same opportunities they had not been able to gain on the other side.

The largest group of immigrants during this era was African **slaves** transported by slave ships and sold throughout the colonies, but largely in the Chesapeake and Carolina regions. Their labor was seen as necessary for colonists to fully capitalize on the agricultural commodities cultivated in the South. In South Carolina as we have already learned, slaves actually outnumbered white colonists. This mass influx of slaves and the ensuing racist culture that developed with it brought forth an institutionalized slave system that became part of the fabric of colonial life, especially in the South.

Some other much more inspirational social phenomena arose at this time as well: the **American Enlightenment** and the **Great Awakening.** Unlike Europe where the Enlightenment began, the American version dealt largely with issues of science. Enlightenment philosophy was borrowed and debated among the educated gentry in the colonies, but the American scientific community made much more significant contributions. America's Enlightenment also did not rail fiercely against religion as it did in Europe. In fact, reason and religion seemed disparate terms during the Great Awakening, a period of spiritual renewal that spawned new sects and grew into America's first national movement. Beginning in New England, the Great Awakening spread slowly from the Mid-Atlantic southward until even some Native Americans and slaves were impacted, not to mention some of the most prestigious universities in the colonies were developed by preachers from this tradition. Traces of **evangelicalism**, one of the main religious tenets of the preachers of the Great Awakening, continue to thrive today throughout the United States.

Despite Britain's dominance of the Atlantic coast, the **Spanish** still remained interested in North America and began trying to establish more of a foothold in the lands bordering New Spain in the southern and western parts of North America. Unlike the conquest of Central and South America, however, the Spanish could never effectively subjugate North American tribes and start colonies that would take root. The **Pueblo Revolt** is a notable instance of Spain's ineffective colonial aspirations in this era.

By the end of the century, Great Britain fought several times with its European enemies. These **wars** not only wreaked havoc all over Western Europe, they also leaked into North America as well. Colonists were called on four times to help the mother country defeat France and Spain in North America. Each war became more expensive to Great Britain, and these costs became colonists' responsibility. All the while, an American identity was slowly morphing from these different regions; colonial governments were growing more assertive; they were beginning to tire of being dragged into conflict every time Europe threw a tantrum.

Debating Colonial America
Beginning on September 8th, we will begin debating the major themes from this era in teams. Every one in the class will debate at some point next week. The debate will follow a traditional pro and con format. Each team will make an opening statement, topic presentation, rebuttal, and closing argument about the topic of the day. For your team to be successful, it will be crucial for you to prepare readings from the night before. You will not know which day you will debate, so you will have to come prepared as if you were going to debate each day. Teams will be assigned at the beginning of class and given some preparation time before debating begins. The format, topics, and rubric for our debates are posted below:

9/8 The Great Awakening: Revivals were damaging to colonial American society.

9/9-10 Slavery was a "necessary evil" in Colonial America.





The DBQ & You
Okay, the first unit was not terribly successful from a Multiple Choice question standpoint. Either the questions were too difficult or the knowledge was still not solid. Regardless, we need to review key events and dominant themes from that era. Let's do so by working on our writing and developing strategies that will help you be successful on the Document-Based Question section of the exam. Combining these two weak areas will hopefully result in a growing strength by the end of this unit. First, let's take a look at the strategies.



Next, we will spend the rest of the unit slowly addressing the question. Each day, we will spend some time in class analyzing the documents, composing a strong thesis, and synthesizing a brilliant response to the 1993 DBQ on Colonial America.



Homework: Review Chapter 4 PowerPoint and Summary; Read //The Great Awakening// packet; Begin preparing for First Round of Colonial Debates on 9/8

The Triangle Trade
"The Triangle Trade" factors into the economic, social and cultural framework of the original thirteen colonies, and it is important for us to examine its impact. Most importantly, we must focus on the concept of mercantilism, a system embraced by all European colonial powers at this time. Through **mercantilism**, Great Britain instituted several strict trade policies on its colonies that limited trade to the mother country. The idea evolved from the view that there was only a certain amount of wealth in the world, and in order to gain more wealth in Europe, Great Britain needed to export more than it imported. Obviously, this benefited Great Britain more than the colonies because they imported more than they exported, which meant that many colonists lived on credit and became indebted to their British trade partners without the ability to trade with other partners to raise capital.



Like any system, these unintended consequences led to others. Socially, Colonial elites craved British luxury items, especially houseware and clothes. It was a sign of wealth to have these goods in the household. Culturally, it established slavery as an institutional system fueled by racism and economic gain on many levels. Although all the colonies had slave populations, the overwhelming majority of them lived in the Chesapeake and Carolina colonies.

The Great Awakening
Today, we will review our reading of //The Great Awakening// by Thomas Kidd (check out my e-mail conversation with Dr. Kidd) by first watching a video of modern evangelism in the U.S. Just like the 1740's, evangelism, its ministers and adherents still provoke controversy and publicity.

media type="youtube" key="SiT1HejDA1k&hl=en&fs=1" height="344" width="425"


 * Guiding Questions:**


 * Why were evangelicals so consumed with the idea of the "new birth?"
 * Why was George Whitefield such a popular preacher?
 * Why did some people oppose evangelical preaching and the revival movement overall?
 * Why did revivals appeal to so many people?
 * How legitimate were these experiences and why are they so hard to measure?
 * What was the first Great Awakening?
 * How did the Great Awakening change American religion and society?
 * Why is the Great Awakening considered the first "national movement" in American history?


 * Homework:** Read primary source handout for The Great Awakening; Get a head start on slavery documents; Prepare for Great Awakening Debates on 9/8

Resolved: Revivals were damaging to colonial society.
Con = for revivals**
 * Pro = against revivals

Today, your diligent reading and preparation will pay off when we have our first round of colonial debates on The Great Awakening. Please refer to your primary source documents when making your points in your debates. We will follow the debate roles and rules I posted above as well as the rubric I will use to grade your performance. Your position will be assigned when you enter class; audience members will score the debate and provide feedback to participants. Good luck! I'm looking forward to seeing how you synthesized The Great Awakening.

The DBQ & You
After our debates, we will walk through the first four steps of approaching the 1993 DBQ addressing the differences between colonial society in New England and the Chesapeake colonies. Please refer to the notes in the link above to guide you through this and any DBQ you encounter between now and the test. Tonight for homework, please work through pages 1 and 2 of the 1993 Guided DBQ Worksheet I have given you (see attachment below if you have misplaced it), so that we can move forward and address this question effectively in class on Friday.



1993 Sample Answer 2

 * Homework:** Read "Slavery" Primary Source packet; Complete pages 1 & 2 of 1993 Guided DBQ Worksheet