Monday 8-14-17I can explain what history is and why we study it as a discipline.

I can explain how a new world was created out of contact between the peoples of Europe, the Americas, and West Africa.

Agenda Homework1. Prompt 8 (15 min)2. Review A/B IDs (15 min)3. Discuss/Quiz Zinn 4 (25 min)4. Building Your Memory Palace (30 min)5. Review Model for a source (15 min)

1. Start reading Zinn 5 and take notes2. Work on your Memory Palace Story3. Complete A/B IDs for chapters 5-8 by Friday 8-19-174. Work on Sources & Quotes AP 1-8

Prompt 8 (Remember, two per side of paper)1. Who drew this image, European or Native American? Support your claim.

Review A/B IDs

Read the sample IDs.

1. Which is the better ID between numbers 1 & 2? Why?

2. Which is the better ID between numbers 3 & 4? Why?

Sample Responses

A/B IDs

1. Spanish Armada

It was a bunch of ships owned by the Spanish. Which showed how rich they were.

2. Spanish Armada

A. A fleet of Spanish ships who controlled the sea, but the English attacked them.

B. After the attack and the Spanish were overthrown the English were the masters of the sea.

3. Virginia Company

A. An English joint-stock company created to establish the Jamestown colony in the early 1600s.

B. The Virginia Company was an early type of corporation and established Jamestown to make a profit.

4. Virginia Company

The Virginia Company was the first joint-stock company in the New World. It showed people how to successfully run a business.

APUSH ClaimsTopic One Claims

A. As native populations migrated and settled across the vast expanse of North America over time, they developed distinct and increasingly complex societies by adapting to and transforming their diverse environments.

B. Different native societies adapted to and transformed their environments through innovations in agriculture, resource use, and social structure.

C. Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange and significant social, cultural, and political changes on both sides of the Atlantic Ocean.

D. European expansion into the Western Hemisphere generated intense social, religious, political, and economic competition and changes within European societies.

E. The Columbian Exchange and development of the Spanish Empire in the Western Hemisphere resulted in extensive demographic, economic, and social changes.

F. In their interactions, Europeans and Native Americans asserted divergent worldviews regarding issues such as religion, gender roles, family, land use, and power.

Topic Two Claims

A. 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.

B. 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.

C. In the 17th century, early British colonies developed along the Atlantic coast, with regional differences that reflected various environmental, economic, cultural, and demographic factors.

D. Competition over resources between European rivals and American Indians encouraged industry and trade and led to conflict in the Americas.

E. 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.

F. 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.

G. 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.

A Peoples History of the United States Chapter 4: TYRANNY IS TYRANNY

Thesis: Around 1776, certain important people in the English colonies made a discovery that would prove enormously useful for the next two hundred years. They found that by creating a nation, a symbol, a legal unity called the United States, they could take over land, profits, and political power from favorites of the British Empire. In the process, they could hold back a number of potential rebellions and create a consensus of popular support for the rule of a new, privileged leadership.

Not Cabal, but cobbled…By this time also, there emerged, according to Jack Greene, "stable, coherent, effective and acknowledged local political and social elites." And by the 1760s, this local leadership saw the possibility of directing much of the rebellious energy against England and her local officials. It was not a conscious conspiracy, but an accumulation of tactical responses.

French and Indian WarSo, the American leadership was less in need of English rule, the English more in need of the colonists' wealth. The elements were there for conflict.

Gap between the Rich and the PoorGary Nash's study of city tax lists shows that by the early 1770s, the top 5 percent of Boston's taxpayers controlled 49% of the city's taxable assets. In Philadelphia and New York too, wealth was more and more concentrated. Court-recorded wills showed that by 1750 the wealthiest people in the cities were leaving 20,000 pounds (equivalent to about $5 million today).

"Boston Caucus" (upper class, but not in power, using writing to organize and ignite the lower classes)

We have here a forecast of the long history of American politics, the mobilization of lower-class energy by upper-class politicians, for their own purposes. This was not purely deception; it involved, in part, a genuine recognition of lower-class grievances, which helps to account for its effectiveness as a tactic over the centuries.

Thomas Hutchinson: target for much of the lower class anger

It was one of those moments in which fury against the rich went further than leaders like Otis wanted. Could class hatred be focused against the pro-British elite, and deflected from the nationalist elite? In New York, that same year of the Boston house attacks, someone wrote to the New York Gazette, "Is it equitable that 99, rather 999, should suffer for the Extravagance or Grandeur of one, especially when it is considered that men frequently owe their Wealth to the impoverishment of their Neighbors?" The leaders of the Revolution would worry about keeping such sentiments within limits.

Pennsylvania constitution – Privates Committee drew up a bill of rights that called for the state to discourage wealth in the hands of the few

Discontent in the countrysideLand Riots in New Jersey and New York (1740s, 50s, 60s)

Regulators in North CarolinaThus were the people of Orange insulted by The sheriff, robbed and plundered . . . neglected and condemned by the Representatives and abused by the Magistracy; obliged to pay Fees regulated only by the Avarice of the officer; obliged to pay a TAX which they believed went to enrich and aggrandize a few, who lorded it over them continually; and from all these Evils they saw no way to escape; for the Men in Power, and Legislation, were the Men whose interest it was to oppress, and make gain of the Labourer.

The Battle of Alamance

The defeat of the regulators turned off many would-be supporters of the American Revolution, but fortunately for those fighting for the revolution, much of the action took place in the North, where the Mechanics could be turned to support the fighting

General Thomas Gage on the 1767 Stamp Act riots in Boston:The Boston Mob, raised first by the Instigation of Many of the Principal Inhabitants, Allured by Plunder, rose shortly after of their own Accord, attacked, robbed, and destroyed several Houses, and amongst others, mat of the Lieutenant Governor.... People then began to be terrified at the Spirit they had raised, to perceive that popular Fury was not to be guided, and each individual feared he might be the next Victim to their Rapacity. The same Fears spread thro' the other Provinces, and there has been as much Pains taken since, to prevent Insurrections, of the People, as before to excite them.

Dirk Hoerder, a student of Boston mob actions in the Revolutionary period, calls the Revolutionary leadership "the Sons of Liberty type drawn from the middling interest and well-to-do merchants ... a hesitant leadership," wanting to spur action against Great Britain, yet worrying about maintaining control over the crowds at home.

Loyal Nine

Is this the Boston Massacre we know? On March 5, 1770, grievances of ropemakers against British soldiers taking their jobs led to a fight. A crowd gathered in front of the customhouse and began provoking the soldiers, who fired and killed first Crispus Attucks, a mulatto worker, then others. This became known as the Boston Massacre. Feelings against the British mounted quickly. There was anger at the acquittal of six of the British soldiers (two were punished by having their thumbs branded and were discharged from the army). The crowd at the Massacre was described by John Adams, defense attorney for the British soldiers, as "a motley rabble of saucy boys, negroes, and mulattoes, Irish

teagues and outlandish jack tarrs." Perhaps ten thousand people marched in the funeral procession for the victims of the Massacre, out of a total Boston population of sixteen thousand. This led England to remove the troops from Boston and try to quiet the situation.

In the Boston Tea Party of December 1773, the Boston Committee of Correspondence, formed a year before to organize anti-British actions, "controlled crowd action against the tea from the start," Dirk Hoerder says. The Tea Party led to the Coercive Acts by Parliament, virtually establishing martial law in Massachusetts, dissolving the colonial government, closing the port in Boston, and sending in troops. Still, town meetings and mass meetings rose in opposition. The seizure of a powder store by the British led four thousand men from all around Boston to assemble in Cambridge, where some of the wealthy officials had their sumptuous homes. The crowd forced the officials to resign. The Committees of Correspondence of Boston and other towns welcomed this gathering, but warned against destroying private property.

"The officers and committee members of the Sons of Liberty were drawn almost entirely from the middle and upper classes of colonial society."

Patrick Henry: the man to manage the moment with his rhetoric

Patrick Henry's oratory in Virginia pointed a way to relieve class tension between upper and lower classes and form a bond against the British. This was to find language inspiring to all classes, specific enough in its listing of grievances to charge people with anger against the British, vague enough to avoid class conflict among the rebels, and stirring enough to build patriotic feeling for the resistance movement.

Thomas Paine’s Common Sense

Paine's pamphlet appealed to a wide range of colonial opinion angered by England. But it caused some tremors in aristocrats like John Adams, who were with the patriot cause hut wanted to make sure it didn't go too far in the direction of democracy. Paine had denounced the so-called balanced government of Lords and Commons as a deception, and called for single-chamber representative bodies where the people could be represented. Adams denounced Paine's plan as "so democratical, without any restraint or even an attempt at any equilibrium or counter-poise, that it must produce confusion and every evil work." Popular assemblies needed to be checked, Adams thought, because they were "productive of hasty results and absurd judgments."

Thomas Jefferson and the Declaration of Independence

To say that the Declaration of Independence, even by its own language, was limited to life, liberty, and happiness for white males is not to denounce the makers and signers of the Declaration for holding the ideas expected of privileged males of the eighteenth century. Reformers and radicals, looking discontentedly at history, are often accused of expecting too much from a past political epoch-and sometimes they do. But the point of noting those outside

the arc of human rights in the Declaration is not, centuries late and pointlessly, to lay impossible moral burdens on that time. It is to try to understand the way in which the Declaration functioned to mobilize certain groups of Americans, ignoring others. Surely, inspirational language to create a secure consensus is still used, in our time, to cover up serious conflicts of interest in that consensus, and to cover up, also, the omission of large parts of the human race.

John Locke: Natural Rights philosopher and investor

A general dissatisfaction unhappily prevailed among several of the lower orders of the people. This ill temper, which was partly occasioned by the high price of provisions, and partly proceeded from other causes, too frequently manifested itself in acts of tumult and riot, which were productive of the most melancholy consequences.

When the Declaration of Independence was read, with all its flaming radical language, from the town hall balcony in Boston, it was read by Thomas Crafts, a member of the Loyal Nine group, conservatives who had opposed militant action against the British. Four days after the reading, the Boston Committee of Correspondence ordered the townsmen to show up on the Common for a military draft. The rich, it turned out, could avoid the draft by paying for substitutes; the poor had to serve' This led to rioting, and shouting: "Tyranny is Tyranny let it come from whom it may."

Building your Memory Palace

Directions:

1. Pick one of the provided “Turning Points” events/people. Research and take notes with the goal of knowing the historical context and understanding the historical context of your subject.

2. Write a 500-600 word narrative that addresses the context and significance of your subject. (1 inch margins, Times New Roman, 1.5 spacing)

3. Craft a 5-7 minute presentation to present to the class on your subject.

- You must use ONE image (but only one)

- You must present from memory without notes or script

- You must be able to describe the memory techniques you utilized.

4. Share all work with Mr. Johnson as a googledoc.

5. A hard copy of your narrative is due Thursday, 8-17-17, 9 am. Presentations start Thursday.

Sources & Quotes

When I approach a source, I think about how the image is connected the chapter thesis and the main point of the section/paragraph. For example, look at the image on page 16. The caption helps start your CONTEXT for the engraving.

In addition to the caption and my own background knowledge, I have built this context from my reading of the textbook. Check out the yellow highlighted sections.

Now, I need to figure out the SIGNIFICANCE of the source. Again, I can use the text to help me. Check out the section highlighted in green.

Remember the THESIS for Chapter 1, “This dramatic accident forever altered the future of both the Old World and the New, and of Africa and Asia as well.” (page 5)

SIGNIFICANCE: Diseases brought by the Europeans killed upwards of 90% of the Native American population. The death of so many Native Americans weakened their societies and allowed Europeans to successfully establish colonies. The depopulation of Native Americans also pushed Europeans to turn to enslaved West Africans as a source of labor.

From the American Pageant, Chapter 1, page 15

“Unwittingly, the Europeans also brought other organisms in the dirt on their boots and the dust on their clothes, such as the seeds of Kentucky bluegrass, dandelions, and daisies. Most ominous of all, in their bodies they carried the germs that caused smallpox, yellow fever, and malaria. Indeed Old World diseases would quickly devastate the Native Americans. During the Indians’ millennia of isolation in the Americas, most of the Old World’s killer maladies had disappeared from among them. But generations of freedom from those illnesses had also wiped out protective antibodies. Devoid of natural resistance to Old World sicknesses, Indians died in droves. Within fifty years of the Spanish arrival, the population of the Taino natives in Hispaniola dwindled from some 1 million people to about 200. Enslavement and armed aggression took their toll, but the deadliest killers were microbes, not muskets. The lethal germs spread among the New World peoples with the speed and force of a hurricane, swiftly sweeping far ahead of the human invaders; most of those afflicted never laid eyes on a European. In the centuries after Columbus’s landfall, as many as 90 percent of the Native Americans perished, a demographic catastrophe without parallel in human history. This depopulation was surely not intended by the Spanish, but it was nevertheless so severe that entire cultures and ancient ways of life were extinguished forever. Baffled, enraged, and vengeful, Indian slaves sometimes kneaded tainted blood into their masters’ bread, to little effect. Perhaps it was poetic justice that the Indians unintentionally did take a kind of revenge by infecting the early explorers with syphilis, injecting that lethal sexually transmitted disease for the first time into Europe.

So, the final product might look like this:

A. CONTEXT

This engraving shows a Native American burial service following the efforts of Europeans to colonize the Americas in the 16th and 17th centuries. Native Americans died in large numbers from the diseases Europeans brought as part of the Columbian exchange. The impact of the Columbian exchange reverberated throughout the trans-Atlantic world, bringing about changes in Africa as well as Europe and the Americas.

B. SIGNIFICANCE

Over time, the diseases brought by the Europeans killed upwards of 90% of the Native American population. The death of so many Native Americans weakened their societies, making it easier for Europeans to successfully establish colonies. The death of so many Native Americans led to African societies being destabilized as Europeans invested heavily in the West African slave trade as a source of labor.

Sources and Quotes for Chapters 1-8Directions: With your team, investigate the following sources and quotes. Start planning out your three-rings of context and significance for each.

Chapter 1Quotes Sources

416

6 (mortar)1621

Chapter 2Quotes Sources

28303236

3335 (sugar mill)

Chapter 3Quotes Sources

43 4852

58/59 (Quakers)

Chapter 4Quotes Sources

687779

6770

75 (dancing scene)

Chapter 5Quotes Sources

88101102

87 (advertisement)8994

96 (Whitefield)/97 (Edwards)99

Chapter 6Quotes Sources

120 109113118

Chapter 7Quotes Sources

123124136137

126129 (Boston Massacre, Paul Revere)

132

Chapter 8Quotes Sources

143146155158

142149

157 (Joseph Brant)

A/B Identifications for AP US History

Directions:

The “A” Sentence: This sentence should cover as many of the 5 “W’s” as possible (who, what, when, where, how.) In the “A” sentence you should RENAME the term (example: Christopher Columbus = A European explorer who…)

The “B” Sentence: This sentence should state the significance (importance) of the ID to United States history. Your “B” sentence should cover the immediate impact.

Use the following format

Example:

1. Louisiana Purchase

A. In 1803 President Thomas Jefferson approved this land deal, buying all French land west of the Mississippi River and doubling the size of the nation.

B. The purchase of this territory allowed the United States to control the Mississippi River and connected Americans on the frontier with those on the East Coast.

Reading Schedule for Turning Points / AP US History 2017-2018

Readings are due on the day they are listed. All pages are from the American Pageant unless otherwise noted.

8/3 – Th American Pageant Chapters 1-88/4 - F Summer Reading Assessment (Start reading assignments for next week)8/7 – M Review Zinn Chapters 1 & 28/8 – T Zinn Chapter 3 (19 pages)8/9 – W After the Fact “The Strange Death of Silas Deane” (15 pages)8/10 – Th Sam Wineburg Historical Thinking and Other Unnatural Acts (22 pages) 8/11 – F Gaddis Chapter 1 (16 pages)8/14 – M Zinn 4 (16 pages)8/15 – T Zinn 5 (26 pages total)

First 12 pages, read up to the paragraph that starts, “The situation of black slaves as a result of the American Revolution was more complex.”

8/16 – W Finish Zinn 58/17 – Th Zinn 6 (22 pages total)

First 9 pages, read up to the paragraph that starts, “Between the American Revolution and the Civil War, so many elements of American society were changing-the growth of population, the movement westward, the development of the factory system, expansion of political rights for white men, educational growth to match the new economic needs-that changes were bound to take place in the situation of women.”

8/18 – F Finish Zinn 68/21 – M Gaddis Chapter 2 (18 pages)8/22 – T Teacher Workday8/23 – W After the Fact Chapter 1 “Serving Time in Virginia” (19 pages)8/24 – Th Test Review8/25 – F Test #2 (1-8) A/B IDs, Quotes, Sources8/28 – M Introduction to Constitutional Convention

Gaddis Chapter 3 (18 pages)8/29 – T Constitutional Convention Day 18/30 – W Constitutional Convention Day 28/31 - Th Constitutional Convention Day 39/1 - F Gaddis 4 (18 pages)