AP U.S. History

1. AP U.S. History Chapters 3 & 4

2. September 16 • CLO– Students will : • Identify and connect main themes from chapter 3 to the focus questions • Demonstrate their understanding of colonial life by taking a short reading comprehension quiz • AGENDA • Main Ideas & Focus Questions – Chapter 3 • Reading Quiz 3 • Grades • DUE TODAY • Reading Notes 3 • Pick a reading strategy and use it! • Synthesis of economic, political, and social in your region

3. September 18 • CLO– Students will: • Complete two group presentations & address the how the colonies initially developed socially, economically, and politically. • Construct historical narratives that weave together fact with fiction in colonial regions • AGENDA • Seating Chart • Quiz 3 • Reading Notes 4 (If you received less than a 70% on quiz 3 you MUST complete reading notes 4) • Finish group presentations • Historical narratives • Exit Ticket

4. Exit Ticket *Complete in your notebook If you had to pick a colony (New England, Middle, Southern, or Chesapeake) to live in, why would you live and why?

5. September 20 • CLO– Students will: • Compare and contrast the differences & similarities between the Great Awakening and the Enlightenment with a venn diagram. • Analyze feedback on essays and work towards developing a strong thesis and basis for how to write an FRQ using outlines. • AGENDA • The Enlightenment • The Great Awakening • George Whitefield – Primary Source Analysis • FRQ – A How To • Create an outline based on a prompt

6. Writing Tips • Develop a strong thesis/argument. What are you trying to prove? Develop a topic sentence for subsequent body paragraphs. • So what?! Follow a statement with evidence of its importance. • The British defeated the Spanish Armada under Sir Francis Drake. (SO WHAT?!) As a result, the British established a superior navy and challenged Spain’s power and standing in Europe. • Unnecessary – “In this essay I will talk about…” Also, don’t say I in an FRQ, DBQ, or formal essay. • Contractions – This is FORMAL writing. Do not use the contraction “don’t.” Use “do not,” it is more formal and appropriate for this type of writing. • Think of yourself as a CSI (crime scene investigator) – everything you do or say must have EVIDENCE to support your claim. • Your reader should not have any questions at the end of your essay. You will have connected the dots and made sense of everything.

7. September 23 • CLO– Students will: • Identify and connect main themes from chapter 4 to the focus questions • Demonstrate their understanding of the imperial perspective by completing a 10 question reading comprehension quiz • AGENDA • Discuss main ideas and focus questions – Chapter 4 • Chapter 4 Reading Quiz • Score • Review outlines from Friday

8. September 25 • CLO– Students will: • Define what makes a thesis statement strong (vs. weak) and share their own statements from the FRQ prompt. Students will then identify the strongest thesis in groups. • Recognize how the English administration of the colonies and the habit of self-government laid the foundation for the American Revolution by completing notes in their notebooks. • Compare and contrast differing viewpoints in a primary source reading and demonstrate their understanding by answering probing review questions. • AGENDA • Turn in progress reports • FRQ Prompt • Review English Administration of the Colonies & The Habit of Self-Government • Mather Primary Source & Andros Primary Source • HOMEWORK – Create your OWN reading notes study guide for chapter 5 and complete it by Monday. STUDY GUIDES & COMPLETION WILL BE GRADED MONDAY!

9. Mercantile System & The Navigation Acts • Oliver Cromwell & colonial trade • 1651 – Parliament adopted the Navigation Act • Required that all goods imported to England or the colonies be carried only on English ships and that the majority of each crew be English. • World’s gold and silver fixed • One nation could gain wealth only at the expense of another – by seizing its gold and silver and dominating its trade. Led to the development and protection of shipping. • 1660 – Navigation Act • Ship’s crews must be ¾ English (not just a majority) • Enumerated (products grown or extracted from the colonies) goods • 1663 – Navigation Act • All colonial imports from Europe to America stop first in England, be offloaded, and have duty paid on them before shipping to America • Results • England had a monopoly on tobacco and sugar from the Chesapeake and West Indies. • Customs revenues increased • Enriched English shipbuilders • American colonies became more important to England’s economy

10. Enforcing the Navigation Acts • Enforcement of the Navigations Acts was spotty at best • Charles I – bureaucracy of colonial administrators • Charles II – Lords of Trade • 1670’s – Customs duties appeared in all colonies • Surveyor General – Edward Randolph • 1678 – Massachusetts legislature declared Navigation Acts had no legal standing in the colonies • 1684 – Lords of Trade won a court decision the annulled the charter of Massachusetts

11. The Dominion of New England • James II succeeded Charles II • James II approved a proposal to create a Dominion of New England (all colonies south through New Jersey) • Sir Edmund Andros appointed royal governor in 1686 in Boston. • Rule reached from Massachusetts to Connecticut, Rhode Island and eventually New York and East & West Jersey. • Andros’s presence and leadership led to great resentment in the colonies. • Dominion of New England fell apart with England’s Glorious Revolution in 1688

12. The Glorious Revolution in America • James II fled to France and Protestant Mary Stuart & husband William III of Orange invited to assume the throne as joint monarchs. • Colonist’s response to William & Mary’s arrival to the throne • Andros and councilors were arrested • Massachusetts reverted to its former government • Long term effects of the Glorious Revolution in America • Bill of Rights & Act of Toleration – 1689 • James II overthrow set precedent for revolution against a monarch

13. An Emerging Colonial System & Salutary Neglect • Refinement of the Navigation Acts under William and Mary • Act to Prevent Frauds and Abuses of 1696 – colonial governors required to enforce trade laws. Writs of assistance • Lords Commissioners of Trades and Plantation (Board of Trade) – investigate enforcement of Navigation Acts • Salutary Neglect • 1696 – 1725 – Board of Trade worked to enforce Navigation Acts and assert royal control. However, deaths and inconsistencies in leadership led to “a wise and salutary neglect” of the colonies. • Relaxed policies towards the colonies gave them greater freedom to pursue their economic interests and consequently enabled them to pursue greater political independence

14. Powers of the Governors • Crown never vetoed acts of Parliament after 1707 • Colonial governors held absolute veto powers • Crown could disallow colonial legislation on advice of the Board of Trade • Governor still had power to determine when and where it would meet, legislative sessions, and dissolve the assembly for new elections/postponement of elections • In short, colonial governors could appoint and remove officials, command the militia and naval forces, and grant pardons.

15. Powers of the Assemblies • Members of the council were NOT appointed by an outside authority (i.e. crown/proprietor), they were elected officials • Women, children, Native Americans, and African Americans were excluded from the political process – why? • Early 18th century, the colonial assemblies held two important strands of power: • Purse strings – right to vote on taxes and expenditures • Power to initiate legislation • “Self-government became first a habit then a “right.”

16. September 27 • CLO– Students will: • Students will gain a deeper understanding of the cause and effects of the French and Indian War. Students will do this by: • Watching a video, taking notes and answering questions • Researching primary source documents and writing summaries to tell the story of the French and Indian War. • AGENDA • Submit - Mather Primary Source & Andros Primary Source Review Questions • French & Indian War short video • Research primary sources related to the French & Indian war • HOMEWORK – Create your OWN reading notes study guide for chapter 5 and complete by Monday. STUDY GUIDES & COMPLETION WILL BE GRADED MONDAY!

17. French & Indian War Video • http://www.youtube.com/watch?v=5vKGU3aEGss

18. “Don’t believe everything you read on the internet.” - Thomas Jefferson

19. PEPS • Individually - From your reading and video, please brainstorm PEPS