Wednesday 8-16-17I 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.

I can explain how competition over resources between European rivals and American Indians encouraged industry and trade and led to conflict in the Americas.

Agenda Homework1. Prompt 102. Discussion/Quiz Zinn 53. Sources & Quotes4. Memory Palace5. A/B IDs (5-8)

1. Start reading Zinn 6 and take notes2. Complete your Memory Palace Story3. Complete A/B IDs for chapters 5-8 by Friday 8-19-174. Work on Sources & Quotes AP 1-8.5. Study and Memorize the Historical Thinking Skills and Thematic Learning Objectives for APUSH (found in the APUSH Course and Exam Description)

Prompt 10 For the following source:

A. Write 3 sentences that describe the Context.

B. Write 3 sentences that explain the significance.

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.

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)

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.

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 1-8

8/4 - F Summer Reading Assessment (Start reading assignments for next week)

8/7 – M Review Zinn Chapters 1 & 2

8/8 – 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 5

8/17 – 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 6

8/21 – M Gaddis Chapter 2 (18 pages)

8/22 – T Teacher Workday

8/23 – W After the Fact Chapter 1 “Serving Time in Virginia” (19 pages)

8/24 – Th Test Review

8/25 – F Test #2 (1-8) A/B IDs, Quotes, Sources

8/28 – M Introduction to Constitutional Convention

Gaddis Chapter 3 (18 pages)

8/29 – T Constitutional Convention Day 1

8/30 – W Constitutional Convention Day 2

8/31 - Th Constitutional Convention Day 3

9/1 - F Gaddis 4 (18 pages)