Geographic and environmental factors, including competition over and debates about natural resources, shape the development of America and foster regional diversity. The development of American impacts the environment and reshapes geography, which leads to debates about environment and geographic issues.
KC 2.1.2.a The Chesapeake and North Carolina colonies grew prosperous exporting tobacco—a labor-intensive product initially cultivated by white, mostly male indentured servants and later by enslaved Africans.
KC 2.1.2.b The New England colonies, initially settled by Puritans, developed around small towns with family farms and achieved a thriving mixed economy of agriculture and commerce.
KC 2.1.2.c The middle colonies supported a flourishing export economy based on cereal crops and attracted a broad range of European migrants leading to societies with greater cultural, ethnic, and religious diversity and tolerance.
KC 2.1.2.d The colonies of the southernmost Atlantic coast and the British West Indies used long growing seasons to develop plantation economies based on exporting staple crops. They depended on the labor of enslaved Africans, who often constituted the majority of the population in these areas and developed their own forms of cultural and religious autonomy.
KC 2.1.2.e Distance and Britain’s initially lax attention led to the colonies creating self-governing institutions that were unusually democratic for the era. The New England colonies based power in participatory town meetings, which in turn elected members to their colonial legislatures; in the Southern colonies, elite planters exercised local authority and also dominated the elected assemblies.
This section lists all of the required and supplemental readings addressing this topic within this module.
Preview the options for the Topic Reflection assignment that you will complete as a final product for this topic. This will help you decide how you want to gather your information. The research (information) you gather from the readings (and the presentation) will be used in creating your final product that requires you to answer the essential question for this topic.
REQUIRED: Textbook: AMSCO, 4th edition.
Topic: Topic 2.3
Option: AMSCO, 3rd edition. pages 25-26, 31-35
EXTENDED: Textbook: Brinkley, Alan. American History: Connecting with the Past
Topic: Chapters 2-3, pages 35-60
Supplemental: PPT of chapter overview
Preview the options for the Topic Reflection assignment that you will complete as a final product for this topic to help you decide how you want to gather your information.
PPT: Topic Review
Marco Learning
Adam Norris
Adam Norris
Adam Norris
Khan Academy
Khan Academy
Khan Academy
Khan Academy
Tom Richey
Tom Richey
Fiveable
Crash Course John Green
Hip Hughes
Hip Hughes
Hip Hughes
Hip Hughes
Social Studies with Simone
Social Studies with Simone
The following section material focuses on developing historical thinking and writing skills. You may be asked to simply review the information; you may be asked to review the information and complete a Google Form to submit completion of the task and to submit questions or concerns regarding the process or the strategy; or you may be asked to practice the skill by submitting an assignment to Google Classroom.
Paragraphs: Review the page focusing on Paragraphs. Apply your understanding of planning effective, well-organized essays to your future essay [DBQ/LEQ] responses.
Comparison: Review the page focusing on Comparison. Apply your understanding of comparison prompts to your Topic Reflection.
SumHIPPOS is an assignment that has you practice using evidence from within a source and then providing extended analysis beyond the document. It is important to check the source information to access potential prior knowledge and to understand more about the document as part of a larger topic/era. Please refer to the SumHIPPOS page for more details.
For this SumHIPPOS assignment, you are focusing on summarizing the document then identifying potential outside evidence to expand the discussion and the significance of the document to the essential question. The other components will be blended into the assignment over time. Include the following components in this order:
summary; Make sure your well-written, college-level response identifies the document in the first line
O = outside evidence with explanation
S = provide the significance of the reading to the topic essential question.
You are encouraged to type your response in a separate document and then copy/paste your response into the appropriate Google Classroom assignment. This will ensure you have a backup copy of your work for other uses such as including it in your Topic Reflections or future written responses and can check your work before posting to confirm you wrote a college-level response with proper writing conventions.
SUPPLEMENTAL: Reading: "1619--The Year that shaped America"
SUPPLEMENTAL: Reading: "Two Models of English Colonization"
SUPPLEMENTAL: Reading: Exchange between John Smith and Powhatan 1608
SUPPLEMENTAL: Reading: Sending Women to Virginia 1622
SUPPLEMENTAL: Reading: Maryland Act Concerning Religion 1644
SUPPLEMENTAL: Reading: John Winthrop, Speech to the Massachusetts General Court 1645
SUPPLEMENTAL: Reading: Trial of Anne Hutchinson 1637
SUPPLEMENTAL: Reading: Nathaniel Bacon, Bacon's Rebellion 1676
SUPPLEMENTAL: Reading: Roger Williams, Letter to the Town of Providence 1655
SUPPLEMENTAL: Reading: The Levellers, The Agreement of the People Presented to the Council of the Army 1647
Make sure your well-written, college-level response identifies the document in the first line.
Participating in an Academic Conversation is a highly encouraged practice for this course. In the live setting classroom, we have academic conversations almost daily. Most of the time is focused on collaborating on conducting research to address an essential question. Then, those findings which includes a thesis statement is shared with other colleagues. During times of distance learning, you will be encouraged to reach out to your colleagues and create your own academic conversation groups (like a study group). Although having a regular group of colleagues to conduct Academic Conversations can be comfortable, you are encouraged to engage in conversations with different individuals to reach beyond your comfort zone and meet new people, to explore diverse perspectives, and to develop collaboration skills. Diversity strengthens the conversations and leads to a deeper understanding of the material. If we are using Congregate.live tables, Shared Google Docs, or Zoom breakout rooms, you may be on occasion randomly assigned to a group or allowed to select your own group.
You can approach the conversation in a couple of ways:
Conduct individual research in your preferred format (align to your Topic Reflection assignment) and then discuss your findings
As a team using a mutually agreed upon format (align to the Topic Reflection assignment), discuss while conducting research. The Topic Reflection and thesis statement will be a collaboration. Make sure you identify each team members name on the Topic Reflection.
Formats:
Create a mind map. Write the thesis statement on the top or bottom of the page or as the central idea. This format is very popular for scholars using whiteboards (digital or live).
Create an infographic. Write the thesis statement on the top of the page. This format has been used on whiteboards and shared documents.
Create a formal outline. Write the thesis statement on the top of the page or as the header to this section if compiling all notes for this module together. If the file is not setup for collaborators to work on separate pages or sections, this format can lead to frustrating research sessions
Create a graphic organizer. Write the thesis statement on the top of the page. This format is commonly used by scholars using a shared document.
In a group of 2-4 colleagues, participate in an academic conversation focusing on the following topic/s:
Topic Essential Question
this will result in a collaborative Topic Reflection and thesis statement which is HIGHLY RECOMMENDED
The following activities are considered works in progress. Although progress checks will be completed and feedback provided, you will only officially submit them a few times during the term. This will provide you flexibility in completing them with accuracy, depth, and purpose. Completion of these activities promote long-term preparation for the course and AP exams.
Extended Research files will be provided through our Google Classroom.
Conduct extended research and complete the following key concepts:
2.1.2.a
2.1.2.b
2.1.2.c
2.1.2.d
2.1.2.e
Submit the assignment at the conclusion of the module.
Conduct extended research and then complete the following SAQ prompts:
SAQ Topic 5
Submit the assignment at the conclusion of the module.
These supplemental materials are provided to assist with you with reviewing course information: content, chronology, themes, and topics that span the entire parameters of this period (module). Materials reviewing specific topics (i.e. women studies) may span multiple periods (modules).
Chronological Review
Authority to Individualism
British Colonies
Thematic Review
Log into AP Classroom, your My AP account, to access the assignment. These questions are designed to provide you immediate feedback. Use the feedback to determine if you are ready to proceed to the next topic, if you should review this topic, or revisit this topic at a later date.
Go to your My AP account and complete the following assignment.
Topic 2.3
Gather and report information (specific, relevant vocabulary, names, dates, and details) that would be used to write a formal response that answers the essential question for this topic. Refer to Topic 1.1 for full assignment details.
Include in your topic assignment a thesis statement that adheres to the process (X. However, A and B. Therefore, Y.).
Refer to Topic 1.1 or Thesis Statement (X. However, A and B. Therefore, Y.) for more details. From this point forward, you need to include a thesis statement as part of your topic assignment.
Create a mind map. Write the thesis statement on the top or bottom of the page or as the central idea.
Create an infographic. Write the thesis statement on the top of the page.
Create a formal outline. Write the thesis statement on the top of the page or as the header to this section if compiling all notes for this module together.
Create a graphic organizer. Write the thesis statement on the top of the page.
Record a short video clip reponse (no more than 2-minutes). Provide the thesis statement at the beginning of the clip.