Creative expression, demographic change, philosophy, religious beliefs, scientific ideas, social mores, and technology shape national, regional, and group cultures in America, and these varying cultures often play a role in shaping government policy and developing economic systems.
The development of an debates about democracy, freedom, citizenship, diversity, and individualism shape American national identity, cultural values, and beliefs about American exceptionalism, and i turn, these ideas shape political institutions and society. Throughout American history, notions of national identity and culture have coexisted with varying degrees of regional and group identities.
KC 2.1 Europeans developed a variety of colonization and migration patterns, influenced by different imperial goals, cultures, and the varied North American environments where they settled, and they competed with each other and American Indians for resources.
KC 2.1 1 Spanish, French, Dutch, and British colonizers had different economic and imperial goals involving land and labor that shaped the social and political development of their colonies as well as their relationships with native populations .
KC 2.1.2 In the 17th century, early British colonies developed along the Atlantic coast, with regional differences that reflected various environmental, economic, cultural, and demographic factors.
KC 2.1.3 Competition over resources between European rivals and American Indians encouraged industry and trade and led to conflict in the Americas.
KC 2.2 The British colonies participated in political, social, cultural, and economic exchanges with Great Britain that encouraged both stronger bonds with Britain and resistance to Britain’s control.
KC 2.2.1 Transatlantic commercial, religious, philosophical, and political exchanges led residents of the British colonies to evolve in their political and cultural attitudes as they became increasingly tied to Britain and one another.
KC 2.2.2 Like other European empires in the Americas that participated in the Atlantic slave trade, the English colonies developed a system of slavery that reflected the specific economic, demographic, and geographic characteristics of those colonies.
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 2.8
Option: AMSCO, 3rdh edition. Chapters 2-3
EXTENDED: Textbook: Brinkley, Alan. American History: Connecting with the Past
Topic: Chapters 2-3
Supplemental: PPT of chapter overview
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.
Comparison: Review the page focusing on Comparison, Apply your understanding of comparison prompts to your Topic Reflection.
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.
Complete your extended research for all key concepts for this module then submit in Google Classroom.
Period 2
Complete your responses for all SAQs for this module then submit in Google Classroom.
Period 2
The following activity is designed to help you gauge your understanding of this topic. You will need to log into your My AP account in order to access the assignment. At the conclusion of a module, you will complete a Personal Progress Check (PPC) for the module which includes AP exam aligned stimulus based multiple choice questions spanning the entire module. These questions are designed to provide you immediate feedback.
Go to your My AP account and complete the following assignment.
PPC Period 2: Unit 2 Progress Check: MCQ
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.
This assessment is currently postponed.
This assessment is posted and submitted in Google Classroom.