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I. Encounters and Conquest
Upon encountering Native Americans and the New World, European explorers had fascinating firsthand perspectives about what they saw and the people with whom they interacted. Fortunately, many of these initial reactions have been preserved through the writings they published about their experiences. However, we must approach these like any other primary source documents. While they were written by people who experienced this era of history firsthand, they were just as biased as any of us are about our own experiences.

To help us interpret primary sources more effectively for class and the exam, we are going to use a strategy that many AP courses use to help students become more successful historical analysts. Continuously using these strategies throughout the year will help you become more insightful when answering DBQs. Remembering these strategies will hopefully be easier through a mnemonic device: APPARTS.

VII. Significance: Why is this source important? What inferences can you draw from this document? Ask yourself, “So what?” in relation to the question asked.
For our first APPARTS experience, we will take a look at **Christopher Columbus' "Letter to Luis de Sant' Angel."** In this letter, Columbus describes his voyage, the lands he has reached, and the people he has encountered. Although parts of this letter sound like a journal simply describing Columbus' experience, we must examine it more closely for ulterior motives. Utilizing APPARTS will hopefully help us do this more effectively so that we gain a better sense of Columbus, his actions in the Americas, and later outcomes from them.

In teams, I would like you to examine some other primary sources from this time period on your own using APPARTS. Each team will read one primary source, apply APPARTS, and share your reflections with the rest of the class and on the wiki. When reading your homework over the weekend, please take a look at these sources for yourselves and see if you agree or disagree with the reflections of your classmates. Doing this over the course of the year will help us have access to many primary sources which we can use to help assess U.S. History and reference on the exam.

AP G Block Students Please Post Your APPARTS Group Reflections in the links below:

 * Alvar Nunez Cabeza de Vaca, “Indians of the Rio Grande”
 * Jacques Marquette, //The Mississippi Voyage of Joliet and Marquette//
 * Bernal Diaz del Castillo, //The Discovery and Conquest of Mexico//
 * Hernan Cortes, Excerpts from “Second Letter”


 * Homework:** Read APP p. 33-60; Apply APPARTS to the primary sources we examined today

A Word on Geography
Throughout the year, it will be crucial for you to familiarize yourself with U.S. geography. I will take time to do this in class with Mapquests, but I encourage you to do so on your own, too. Map documents often appear on the exam, and your ability to interpret them quickly and effectively will help you immensely. Since many of you are planning to study in the U.S. in the near future, you will not regret spending time on this. In addition to atlases used in class, I also recommend Google Earth as a fun, interactive way to explore geography in the U.S. and across the globe. Download [|Google Earth] and share your places with us throughout the year!

Reading Round-Up p. 9-29
Compare and Contrast the Spanish, French & British Empires 1. How did each empire approach colonization? 2. What about their national histories influenced their behavior in the New World? 3. What characteristics did their colonies have? 4. How did natives respond?

Triple-Venn Diagram: Spanish, French & British America Follow-up Discussion: How did Great Britain become the dominant culture in North America?

Here is my master Triple-Venn-Diagram. I welcome any additions/deletions.



**Religion in North America: //Growth of the English Colonies 1620-1700//**
This is a short video about British colonies in the 17th century. Please pay close attention to the following questions and be ready to discuss them in our roundtable later this week: 1. What distinctions arose between the various colonies in North America? 2. What role did religion, politics and econoimics play in these differences? 3. How would you divide up the various British colonies based on these distinctions? 4. What role did these various distinctions play in the developing national personality of the United States?

Colonial Roundtable Project
It is important to identify the similarities and differences between the original thirteen colonies. Today, you will be given anonymous roles from one of the original thirteen colonies. In class on August 28th and 29th, we will have a roleplaying roundtable where students will play the roles they have been assigned. During the roundtable, you will discuss issues such as religion, political institutions, economics, slavery, rebellion, and Native Americans in addition to the themes from the course that you think are the most relevant at the time. I will include them here for your reference:


 * Liberty vs. Slavery
 * Natives vs. Immigrants
 * Isolationism vs. Globalism
 * War vs. Peace
 * Rural vs. Urban
 * Frontier vs. Development
 * Unicultural vs. Multicultural
 * Religion vs. Secularism
 * Unity vs. Division
 * Tuning In vs. Dropping Out

The only rule of the roundtable is that you cannot reveal which colony you represent. Based on the research you complete about your colony, you should be able to determine your stance on the issues above and convey them clearly during the roundtable. At the end of the roundtable, we will take a moment to guess everyone's colony.

The format of the roundtable will be a Socratic Seminar. We will have several of these throughout the year, so it will be important for you to familiarize yourself with the format. To prepare for this session, please look at the following links depending on your assigned role in the class (all but one will be participants).

[|Socratic Seminar Leader]

[|Socratic Seminar Participants]

Your participation in the seminar will be graded as follows:




 * Senior Retreat Make-up Assignment (G BLOCK STUDENTS ONLY):** Since you will miss our Colonial Roundtable, you will need to join us via iMovie where you will record a 3-minute video segment discussing the topics and themes listed in the project description above. Only discuss topics and themes relevant to your colonial character. At the end of your video, tell us which colony you represent, but pause beforehand so that we can guess. Have fun at the retreat! Post them in the following link: Colonial Roundtable Videos.

The Columbian Exchange and Korea


Take a look at the charts on page 2 from Alfred Crosby's landmark study "[|The Columbian Exchange: Plants, Animals and Disease between the Old and New Worlds]." In this article, Crosby summarizes his extensive research on the ecological and environmental impact of Columbus's voyage and the ensuing European conquest of the Americas. Please read this short article along with tonight's other readings and consider the following question:


 * How did the Columbian Exchange impact Korea?**

For class on August 26th (E) and 27th (G), bring in an edible or visual example of the Columbian Exchange’s impact on Korea and be ready to discuss the article as we enjoy eating your examples.

Homework:
Read //APP// p. 62-88; "[|The Columbian Exchange: Plants, Animals and Disease between the Old and New Worlds]" Parts I & II Columbian Exchange Food; Prepare for Colonial Roundtable

III. Disenfranchised Voices of Colonial America
We have a sense of the wealthy classes in America who were thriving based on the various aspects of the Columbian Exchange that were most profitable. However, a majority of people did not fit this category. Many of the first settlers, especially in the Virginia and Carolina colonies, were not the most industrious folks from the mother country. Their lack of a strong work ethic required a stable and reliable labor supply, and since they had too many cultural problems with the Native Americans to utilize them in this capacity, they began importing indentured servants to the colonies. In exchange for labor, these servants would work for a certain number of years and receive a plot of land for themselves within 5 to 7 years. The harsh conditions of the colony, mistreatment by benefactors, and ability to run away and join Indian tribes made this system untenable, and even though many colonial leaders resisted it, African slavery was the next resort, especially in Maryland, Virginia, the Carolinas, and Georgia where labor-intensive crops like tobacco, cotton, rice, indigo, and others were the main source of trade and income.

Resorting to slavery leads us to our first paradox: slavery vs. freedom. This paradox has hijacked the American dream for millions of people since the nation's founding. Today, we must take a look at the plight of those who did not find the "American dream" upon coming to North America. Using APPARTS, I would like to break you into teams to analyze some primary sources from indentured servants, slaves, and lower-class farmers. This will help you see a different perspective of the British colonies than the one often presented in print and film. These folks comprise much more of the population than the percentage we read about and deserve a much more prominent place in our story.

"Bacon's Rebellion: The Declaration" (1676) Gottlieb Mittelberger, "The Passage of Indentured Servants" (1750) Elizabeth Sprigs, "Letter to her Father" (1756) Olaudah Equiano, "The Middle Passage" (1788)

[|Salem Witch Trial Game]

First, we will examine the interesting and rather tragic events that occurred at Salem with a [|Salem Witch Trial Video]. Then, we will proceed to a mock trial roleplaying game of our own. Are you a witch or not?