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Topic 2.6 Slavery in the British Colonies
Topic 2.6 Slavery in the British Colonies
ESSENTIAL QUESTION: Explain causes and effects of slavery in the various British colonial regions.
ESSENTIAL QUESTION: Explain causes and effects of slavery in the various British colonial regions.
ESSENTIAL QUESTION: Explain how enslaved people responded to slavery.
ESSENTIAL QUESTION: Explain how enslaved people responded to slavery.
Thematic Focus: Work, Exchange, and Technology
Thematic Focus: Work, Exchange, and Technology
The interplay between markets, private enterprise, labor, technology, and government policy shape the American economy, In turn economic activity shapes society and government policy and drives technological innovation.
Thematic Focus: Social Structures
Thematic Focus: Social Structures
Social categories, roles, and practices are created, maintained, challenged, and transformed throughout American history, shaping government policy, economic systems, culture, and the lives of citizens.
Key Concepts
Key Concepts
KC 2.2.2.a All the British colonies participated to varying degrees in the Atlantic slave trade due to the abundance of land and a growing European demand for colonial goods, as well as a shortage of indentured servants. Small New England farms used relatively few enslaved laborers, all port cities held significant minorities of enslaved people, and the emerging plantation systems of the Chesapeake and the southernmost Atlantic coast had large numbers of enslaved workers, while the great majority of enslaved Africans were sent to the West Indies.
KC 2.2.2.b As chattel slavery became the dominant labor system in many southern colonies, new laws created a strict racial system that prohibited interracial relationships and defined the descendants of African America mothers as black and enslaved in perpetuity.
KC 2.2.2.c Africans developed both overt and covert means to resist the dehumanizing aspects of slavery and maintain their family and gender systems, cultures, and religion.
Learning Activities
Learning Activities
Readings
Readings
This section lists all of the required and supplemental readings addressing this topic within this module.
As you read, annotate or take notes in a style of your choice.
As you read, annotate or take notes in a style of your choice.
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 2.6
Option: AMSCO, 3rd edition. page 28-29, 37-38
Topic_02.06.pdfAMSCO Ch 2.pdfAMSCO Ch 3.pdf
EXTENDED: Textbook: Brinkley, Alan. American History: Connecting with the Past
Topic: Chapters 2-3
Supplemental: PPT of chapter overview
PPT_brinkley15_ch02.pptPPT_brinkley15_ch03.ppt
OPTIONAL: SUPPLEMENTAL: Opposing Viewpoints: Colonial Era: Labor in Colonial America
Indentured Servants: 8A-8B, pages 36-40. Understanding the issues with indentured servants will assist with understanding the rise of slavery at this time. Read and add perspectives to your Topic Reflection.
Slavery: 9A-9B, pages 40-44. Read and add perspectives to your Topic Reflection
These readings may be used as optional readings to examine opposing viewpoints on the topic; to complete a Sum HIPPOS activity, or to conduct a live or virtual Academic Conversations.
For Academic Conversations, students are divided into two (2) teams: Viewpoint A & Viewpoint B. Each team reads their viewpoint and conducts research (compiles evidence) to defend the position. Teams come back together and conduct the conversation either in a live setting or virtually setting (Zoom breakout room or shared Google Doc)
Viewpoints_P01-02_ColonialEra.pdf
Presentations
Presentations
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.
OPTIONAL: View one of the following presentations.
OPTIONAL: View one of the following presentations.
Ted Talk
History Channel
Professor Anderson
SumHIPPOS: Abstracts
SumHIPPOS: Abstracts
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.
REQUIRED: Read one of the following supplemental articles then complete a SumHIPPOS assignment.
REQUIRED: Read one of the following supplemental articles then complete a SumHIPPOS assignment.
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: Long History of American Slavery"
RDG_Long History of American Slavery.pdfSUPPLEMENTAL: Reading: Olaudah Equiano on Slavery 1789
RDG_Olaudah Equiano on Slavery.pdfSUPPLEMENTAL: Reading: Advertisements for Runaway Slaves and Servants 1738
RDG_Advertisements for Runaway Slaves & Servants.pdfSUPPLEMENTAL: Reading: An Apprentice's Indenture Contract 1718
Understanding the issues with indentured servants and immigrants will assist with understanding the rise of slavery at this time
RDG_An Apprentice's Indenture Contract.pdfSUPPLEMENTAL: Reading: Complaint of an Indentured Servant 1756
Understanding the issues with indentured servants and immigrants will assist with understanding the rise of slavery at this time
RDG_Complaint of an Indentured Servant.pdfSUPPLEMENTAL: Reading: Memorial Against Non-English Immigration 1727
Understanding the issues with indentured servants and immigrants will assist with understanding the rise of slavery at this time
RDG_Memorial Against Non-English Immigration.pdfSUPPLEMENTAL: Opposing Viewpoints: Colonial Era: Labor in Colonial America
Indentured Servants: Viewpoint 8A, Poor Europeans Should Come to America as Indentured Servants, pages 36-38
Understanding the issues with indentured servants will assist with understanding the rise of slavery at this time
Indentured Servants: Viewpoint 8B, Poor Europeans Should Not Come to America as Indentured Servants, pages 38-40.
Viewpoints_P01-02_ColonialEra.pdfSUPPLEMENTAL: Opposing Viewpoints: Colonial Era: Labor in Colonial America
Slavery: Viewpoint 9A, Slavery is Immoral, pages 40-41
Savery: Viewpoint 9B, Slavery is Moral, pages 42-44
Viewpoints_P01-02_ColonialEra.pdf
Submit SumHIPPOS response to Google Classroom.
Submit SumHIPPOS response to Google Classroom.
Make sure your well-written, college-level response identifies the document in the first line.
Academic Conversation
Academic Conversation
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
REMINDER: Focus on LEARNING by engaging with the material & others....Work smarter, not harder.
REMINDER: Focus on LEARNING by engaging with the material & others....Work smarter, not harder.
Extended Research
Extended Research
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.
REQUIRED: Key Concepts
REQUIRED: Key Concepts
Conduct extended research and complete the following key concepts:
2.2.2.a
2.2.2.b
2.2.2.c
REQUIRED: SAQ
REQUIRED: SAQ
Conduct extended research and then complete the following SAQ prompts:
SAQ Topic 4
Save your work.
Save your work.
Submit both assignments at the conclusion of the module.
Review: Benchmark Review Questions (BRQ)
Review: Benchmark Review Questions (BRQ)
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.
REQUIRED: Benchmark Review Questions (BRQ)
REQUIRED: Benchmark Review Questions (BRQ)
Go to your My AP account and complete the following assignment.
Topic 2.6
Topic Reflection: Answer the Essential Questions
Topic Reflection: Answer the Essential Questions
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.
**NEW COMPONENT** Develop a thesis statement.
**NEW COMPONENT** Develop a thesis statement.
Include in your topic assignment a thesis statement that adheres to the process (X. However, A and B. Therefore, Y.).
Make sure you answer BOTH Essential Questions as SEPARATE Topic Reflections
Make sure you answer BOTH Essential Questions as SEPARATE Topic Reflections
REQUIRED: Select one of the following formats to present research that answers the topic essential question that includes a properly written thesis statement.
REQUIRED: Select one of the following formats to present research that answers the topic essential question that includes a properly written thesis statement.
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.
Save your work.
Save your work.
Store in your Google Drive>>APUSH>>APUSH Portfolio>>Period 2 Module.
Store in your Google Drive>>APUSH>>APUSH Portfolio>>Period 2 Module.
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