APUSH

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’sGive 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.