U2 - Colonial America, 1607-1763

Student Resources

• Slavery:
  • The 1619 Project from The New York Times (see also the PDF of the print version)
    • background "How the 1619 Project Came Together"
    • podcasts in the 1619 series from The Daily
    • a timeline of key moments in the 400 year history, through poems & stories
    • critique of this project from The National Review
  • "Understanding Indigenous Enslavement" with Ned Blackhawk
• Religion: see link to video of the film God In America below (transcript of Whitefield segment), and a sample "family tree" of the Puritan/Congregationalist Christian denomination from the website The Association of Religious Data Archives, which also has a very useful set of timelines and searchable data buttons (including map-based data) for many interests. You can search by zip code!
  • Here is the full text of Jonathan Edwards' "Sinners in the Hands of an Angry God" (start with "Application" on the bottom of p. 4)
• SKILL PRACTICE: COMPARISON - try this for both types of writing: Compare New England and Chesapeake colonies (note that in both, the question turns to causation as well, so be sure to address that as you make your notes)
  • SAQ prompt: (a) Briefly explain ONE similarity, (b) Briefly explain ONE difference, (C) Briefly explain ONE factor that accounts for the differences you have indicated in (b)
  • LEQ prompt: "Although New England and the Chesapeake region were both settled largely by people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur?" (If you like, you can see the original DBQ prompt comparing New England and Chesapeake regions.)
  • LEQ comparing English, French and Spanish imperial goals
• see also our Student Resources folder for this unit for more SAQ practice and other documents
• Spanish Missions - three regions: Work on improving the slides on this presentation.