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APUSH Creating Anglo-America. Mr. Weber Room 217. Activator. Take time to read over my comments in your notebooks while I take attendance.
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APUSHCreating Anglo-America Mr. Weber Room 217
Activator • Take time to read over my comments in your notebooks while I take attendance. • 1. Anything you disagree with in terms of grading? Do you think I should have given you a higher or lower grade on any assignment or is this what you expected? Why? • 2. What specific things will you do to improve your performance?
Agenda • Activator, agenda, and objective (10 minutes) • Chapter 2 Reading Test (20 minutes) • Creating Anglo-America 1660-1750 Lecture and Note-Taking (30-45 minutes) • Letter Writing Activity (15 minutes) • AP Writing Packet (30-45 minutes) • Independent Reading (time permitting) • Exit ticket and Homework (5 minutes)
Objective • College Board AP Topic #2: • Resistance to colonial authority: Bacon’s Rebellion, the Glorious Revolution. • College Board AP Topic #3: Colonial North America, 1690–1754: • Population growth and immigration; Transatlantic trade and the growth of seaports; The eighteenth-century back country; Growth of plantation economies and slave societies; The Enlightenment and the Great Awakening; Colonial governments and imperial policy in British North America
Chapter 2 Test • 15 multiple choice • 4 short answer • 20 minutes • P.S. You will happily note that I have not yet moved to AP style scoring (0.25 points off for wrong answers and the 1.5 multiplier to reduce effects of guessing)… but it is coming soon to a classroom near you (well, your classroom in fact… if you hadn’t guessed).
Creating Anglo-America 1660-1750 • Concentrates on the reasons behind the colonial crisis and the resulting unifying experience of a uniquely Anglo-American culture (and definition of liberty). • Growth of England’s commercial empire: • Mercantilism • Slavery • Establishment of colonies: New York, Carolina, Pennsylvania. • William Penn’s “Holy Experiment” of Pennsylvania. • Bacon’s Rebellion • Glorious Revolution’s effects on American colonies. • 18th Century colonial society (diverse, stratified, consumer driven).
King Philip’s War, 1675 • King Philip and his forces attacked almost 45 towns in New England. • Settlers counterattacked in 1676 and broke the Native Americans power in that region. • Seen as major victory for early colonists.
Expansion of England’s Empire • The Mercantilist system: England attempted to regulate its economy to ensure wealth and national power. • Commerce was the foundation of empire, not territorial plunder. • British government charters trading ventures like that Royal African Company. • The Navigation Acts required colonial products to be transported in English ships and sold at English ports.
New York • The terms of Dutch surrender guaranteed some freedoms and liberties, but reserved others (especially for Black people). • Demanding liberties, the English of NY got an elected assembly and a “Charter of Liberties and Privileged” (1683). • English briefly held an alliance with the Five Nations but by 1700 the Five Nations adopted a policy of neutrality.
Carolina • Established as a barrier to Spanish expansion north of Florida. • Slave colony from the start. • “Fundamental Constitution of Carolina” established a feudal society. • But, it did have religious toleration and an elected assembly.
Pennsylvania • Established by Quaker William Penn as “Holy Experiment.” • He wanted a colony of peaceful harmony with Indians. • Haven for spiritual freedom. • Quakers believed freedom was universal entitlement (extended it to women, Blacks, Indians).
Slavery • Spread of tobacco led settlers to turn to slavery (and indentureds). • Slavery already established in West Indies (sugar plantations). • Law: the line between slavery and freedom may have been more permeable in the 17th century than it would become later. • Some free black people were allowed to sue and testify in court.
Bacon’s Rebellion • Nathaniel Bacon was an elite planter who called for the removal of all Indians, lower taxes. • Gained support from small farmers, indentured servants, landless men. • Accelerated Virginia’s shift from indentured servants to African slaves as the main labor source in growing tobacco. • Bacon spoke of traditional English liberties. • After the rebellion Virginia’s planter elite consolidated their power.
Glorious Revolution, 1688 • Protestant William of Orange (Dutch) assumes English throne. • Overthrow of King James II entrenches notion that liberty was a birthright of all Englishmen. • England tries to establish “Lords of Trade” to oversee colonial affairs, but colonies were not interested in obeying London.
Prosecution of Witches • Witchcraft was widely believed in an punishable by death. • Most accused were women. • Salem Witch Trials: • 1691 starts when several girls name Tituba a witch • Accusations snowballed: 14 women and 2 men were hanged.
Growth of Colonial America • Diverse population. • Convicts, Scots and Irish immigrants, German immigrants. • Religious diversity. • Backcountry – rapidly developin. • Consumer revolution – GB becomes leader in trade, need for market, increase in consumer goods.
Social Class • The Colonial Elite: expanding trade made for new upper class of merchants. Chesapeake and lower south planters become very wealthy. Nearly all upper class Virginians had inherited their wealth but America had no titled aristocracy. Upper class thinks of themselves as more English. • Middle Ranks: many in the non-plantation south owned some land. Viewed land-ownership almost as a right, a precondition for freedom. • The Poor: poverty not as widespread as in England. half the wealth in 1670 concentrated in hands of richest 10 percent. Better off tended to view poor as lazy and responsible for own plight.
Letter Writing Activity • Imagine you are an indentured servant or Irish immigrant and write a letter back home. • Use the Vocies of Freedom letters as guides. • Include accurate and relevant historical context from lecture or the book. • Take only about 15-20 minutes.
AP Writing • Feedback on DBQ • Sharing examples: • P2: Francisco Alvarez; Larissa Garcia • P6: Daniel Cervantes; Jessica Valles • Writing packet
Exit ticket and homework • Exit ticket: write a brief overview of what you anticipate chapter 3 will be all about based on today’s lecture. • Homework: • Begin reading Ch. 3 and take notes. • Debaters: prepare for Friday’s debate on the Salem Witch Trials.
