Remember “Starving Time in Virginia?” When the Jamestown settlers nearly starved? Well, how about a little long pig?
http://edition.cnn.com/2013/05/01/us/jamestown-cannibalism/index.html?hpt=us_r1
Thanks, KJ!
Archive for the ‘Chapt. 3’ Category
28 Aug
The Salem Witch Trials
From the Smithsonian: http://www.smithsonianmag.com/history-archaeology/brief-salem.html
28 Aug
Anne Hutchinson: Rebel/Theologian?
Go to this site for a brief discussion of Anne Hutchinson’s role in colonial Massachusetts Bay: http://www.u-s-history.com/pages/h577.html .
Her greatest crime was in suggesting that actions did not really matter –as much as did faith, but that part often gets overlooked. Her argument threatened the authority of the ministers/leaders of Massachusetts Bay, particularly as some influential people seemed attracted to her discussion sessions that she led in her home, which was in itself shocking. What did some of the religious leaders of Massachusetts have to say about her?
I look at her as a dangerous instrument of the devil, raised up by Satan amongst us to raise up divisions and contentions and take away hearts and affections, one from another.
–Reverend John Wilson (assigned minister to the Boston militia that conducted the Pequot war)
Governor John Winthrop called Anne Hutchinson an American Jezebel who was given the chance to repent but instead kept a back doore to have returned to her vomit again.
Deputy Governor Thomas Dudley stated: I am fully persuaded that Mrs Hutchinson is deluded by the devil
would inspire her hearers to take up arms against their prince and to cut the throats of one another.
Reverend John Cotton said, Your opinions fret like an Gangrene and spread like a Leproise, and infect far and near, and will eate out the very Bowells of Religion, and hath soe infected the churches that God knows when they will be cured.
(Quotes found at http://www.annehutchinson.net/nindex.shtml)
28 Aug
British Exploration and Settlement Review
By an actual AP teacher. A 10 minute review of the beginnings of English America.
23 Aug
The Differences Between the New England Confederation and the Dominion of New England
The colonies were very much separate in terms of their governance and operation regardless of our discussion of similarities in culture and beliefs among the Chesapeake and New England. However, there were some definite disadvantages to too much independence, especially when it came to matters of defense.
One of the earliest attempts at colonial unity (a theme that runs throughout the development of America to the present day) was the New England Confederation, which was formed in 1643. This was an invitation-only alliance among the Massachusetts Bay Colony, Plymouth, and the two colonies that eventually made up Connecticut. Only those who were orthodox Puritans were welcomed– Rhode Island didn’t make the cut. The main goal of the Confederation was, first of all, mutual defense against attacks from Native tribes or other European colonial powers. The Confederation also dealt with the extradition of runaway criminals or servants.
The Confederation was seen as necessary due to the salutary neglect from the mother country. As we discussed in class, there is always tension between liberty or freedom and security. The Confederation is an example of this in a very mild way– the colonies in the Confederation were willing to give up a limited amount of autonomy (your text notes that the Confederation was very weak) in order to improve security. But note that each individual colony still retained much of its independence– which may have doomed the chances of success of this enterprise. Confederation by its very name implies cooperation.
Why were the colonists so leery of unity? The problem is, unity takes away autonomy. That is one of the reasons why England attempted to impose unity on the New England colonies to enhance control.
Just before the Glorious Revolution, the English government realized that its colonies had been given far too much leeway, particularly when it came to obedience to the Navigation Laws. These laws restricted the colonists to trade only with the mother country or other English possessions. The laws also listed, or enumerated, goods that colonists were not allowed to manufacture– usually goods produced in the mother country. This kind of law would create an artificial monopoly and prevent competition from developing manufactures in the colonies. Lack of enforcement of these laws was costing the mother country money in the form of taxes and higher prices.
Therefore, the Dominion of New England was created in 1686 by the English government under James II and was imposed upon the colonies. The use of the term “Dominion” is indicative of the desire of England to — rightfully in its view– dominate colonial affairs and trade. Amalgamating the several colonies into one organizational struction would enhance English control. In this much more powerful structure, town meetings– a staple of New England’s political landscape– were sharply limited and civil rights, such as freedom of the press and colonial courts (as in a “jury of one’s peers”) were limited to enhance English authority over its colonial subjects. Under the direction of the autocratic Sir Edmund Andros, enforcement of the Navigation Laws– and severe restrictions on smuggling– ensued.
Naturally, intense resentment arose on the part of many colonists at this new attempt to restrain their independence and liberty. Thus when the Glorious Revolution of 1688 produced a massive upheaval of English political structures, the colonists utilized the chaos to run Andros out of town– in a dress, no less. The Dominion of New England then collapsed again, and salutary neglect resumed.
The ultimate difference between the New England Confederation and the Dominion of New England is that the Confederation was imposed upon the member colonies at their own instigation, and was only as powerful as the colonists were willing to allow it to be. The Dominion of New England was imposed from without, and was an attempt to strip the colonies of autonomy and independence that was seen as a threat to the interests of the mother country. The Dominion left the colonists ever more leery of ceding their autonomy to anyone– a fear that would make their dealings with England much more complex.
23 Aug
Historians Review: Edmund S. Morgan
(Periodically I will include information about prominent historians to help you explore historiography, deepen your understanding of history, and help you understand key concept and interpretations of history.)
Dr. Edmund S. Morgan has taught at the University of Chicago, Brown, and Yale. His specialty is colonial and revolutionary history. He has written biographies of Benjamin Franklin and Roger Williams. The works for which he is best known for include Birth of the Republic (1956), The Puritan Dilemma (1958), American Slavery, American Freedom (1975) and Inventing the People: The Rise of Popular Sovereignty in England and America (1988), which won the Bancroft Prize in 1989.
His latest work is a collection of essays entitled American Heroes: Profiles of Men and Women Who Shaped Early America, which was published in 2009. He was awarded a special Pulitzer Prize in 2006 for the impact of his work on the understanding of American history.
Dr. Morgan’s work is mentioned on p. 66 in chapter 3 as well as in the bibliography for that chapter (his biography of Benjamin Franklin) as well as on p. 108 and p. 170.
Here is a link to his bio on the History News Network: http://hnn.us/roundup/entries/24049.html. This includes a personal anecdote about his study of history as well as brief quotes from his work. Good reading.
22 Aug
Connecticut Blue Laws
“Blue Laws” were laws Puritans passed to govern morality. Some of these laws remained on the books even into the 20th century– for instance, the 1965 Supreme Court decision in Griswold v. Connecticut, overturned Connecticut’s ban on access to contraception for married couples. Blue Laws legislated against public diplays of affection and other sorts of behavior that in our modern society would not be subject to legal penalty. These laws, enacted by the people of the “Dominion of New Haven,” became known as the blue laws because, according to legend, they were printed on blue paper. The real reason is obscure. Sometimes that’s just the way it is.
“Blue Laws” of New Haven
The governor and magistrates convened in general assembly are the supreme power, under god, of the independent dominion.
From the determination of the assembly no appeal shall be made.
No one shall be a freeman or have a vote unless he is converted and a member of one of the churches allowed in the dominion.
Each freeman shall swear by the blessed God to bear true allegiance to this dominion and that Jesus is the only king.
No dissenter from the essential worship of this dominion shall be allowed to give a vote for electing of magistrates or any officer.
No food or lodging shall be offered to a heretic.
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CONCERNING THE SABBATH:
No one shall cross a river on the Sabbath but authorized clergymen.
No one shall travel, cook victuals, make beds, sweep houses, cut hair, or shave on the Sabbath Day.
No one shall kiss his or her children on the Sabbath or feasting days.
The Sabbath Day shall begin at sunset Saturday.
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Whoever wears clothes trimmed with gold, silver, or bone lace above one shilling per yard shall be presented by the grand jurors and the selectmen shall tax the estate 300 pounds.
Whoever brings cards or dice into the dominion shall pay a fine of 5 pounds.
No one shall eat mince pies, dance, play cards, or play any instrument of music except the drum, trumpet, or jewsharp.
A man who strikes his wife shall be fined 10 pounds.
A woman who strikes her husband shall be punished as the law directs.
No man shall court a maid in person or by letter without obtaining the consent of her parents; 5 pounds penalty for the first offense; 10 pounds for the second, and for the third imprisonment during the pleasure of the court.
4 Aug
Helpful tips and links to help you with Chapters 1-4
Hi there! I hope you are still having a wonderful summer! We will be hitting the ground running on the first day of school in our mad race to a 5 on the AP exam on Wednesday, May 15, 2013… a mere 9 months EXACTLY from the first day of school!
During that time we will be covering both broadly and specifically approximately 520 years of the history of what we now call the United States.
The first thing you should do as you work on your summer assignment (extra credit but necessary!- see below) is familiarize yourself with this website. Right under the title The Scoop on History are a series of tabs. These are different pages of the website. They include schedules for chapter deadlines, links for more information, lists of terms used on terms checks, etc. These are constantly being updated. Check them often.
On the right are a series of widgets. They include boxes for reminders, a list of the five most recent posts, and ways to access both posts on this site as well as helpful links for you.
Here’s how to find old posts: Please note that posts are always categorized by at least two labels when possible– the CHAPTER in the book with which the post references, as well as a broader TOPIC category. For instance, this post will be tagged for chapters 1,2,3, and 4, as well as Colonization and Exploration. This way, you can always find a specific post in one of several places– if you can’t remember the chapter, you should be able to remember the category. Underneath that box, posts are also archived by month and year posted, as well. You can look in the categories for chapters 1-4 or “Colonization” and “Exploration” to find posts to help you at any time, and some of these will be reposted on the main page here later, as well.
Below those two boxes, there is a BLOGROLL. This includes links that I have found to be helpful in general when you are studying US history. There are links to websites about Colonization, Greek and Latin vocabulary, and even better– PRACTICE QUIZZES to help you study.
You are STRONGLY ENCOURAGED to form study groups to help study, so long as you do your OWN WORK in your OWN WORDS on assignments. You are STRONGLY ENCOURAGED to leave questions or appropriate comments in the comments section of posts so that someone may be able to help you or that you may help others.
You should check this website often. I will often post things here to help you… like I am about to do right now. Here are some helpful links for Chapters 1-4.
Definitions of vocabulary in the American Pageant– http://www.apstudynotes.org/us-history/vocabulary/chapter-1-new-world-beginnings/ This isn’t terms so much as words you might have encountered as you read with which you may not be familiar, like “caravel,” etc.
America in Class from the National Humanities Center– http://americainclass.org/sources/ Click on the box that says “American Beginnings” and use the subsections– contact, exploration, settlement, permanence, power. The framing questions for each section are very good in helping you get an long-term overview of the significance of what we will be talking about in the next two weeks.
Timeline of Exploration and Early Colonization– http://www.historyplace.com/unitedstates/revolution/rev-early.htm Short and sweet.
News article from 2008 on new discoveries about native settlement in North America– http://www.redorbit.com/news/science/1326470/new_evidence_resets_timeline_for_north_american_settlement/ Oooh! Fossil POO!
Jamestown Timeline– http://www.historyisfun.org/pdf/Curriculum-Materials/Jamestown_Timeline.pdf
15 May
AP Summer assignment- Extra Credit but NECESSARY
Welcome to Advanced Placement United States History! In order to help us get the most out of this class and to provide a cushion for your grade as you transition from covering ONE semester of college level material (as you covered if you took AP European history or regular World History), to covering TWO semesters worth of material, I have created this summer assignment for some sizeable EXTRA CREDIT.
I’ll say it again, this is EXTRA CREDIT, but NECESSARY, and will raise your semester 1 grade approximately 3 percentage points. This is a LOT of extra credit. You seriously want to do it.
The purposes are many: First, it will make you familiar with the textbook. Second, it will allow you to raise your grade. Third, it will make you ready for the first test of the year over chapters 1-4 in the second week of school. Fourth, we will be glad to have covered this material quickly after our sixth snow day hits next year. This assignment helps us to avoid that problem. Fifth, did I mention it will raise your grade????? I thought so.
In 2011, the Document Based Essay on the AP US history exam was about Richard Nixon, whose presidency was from 1968-1974. MANY AP teachers and students were upset because they did not manage to cover this material in class. We here at PHS did not have that concern, even with the snow days and the tornado, thanks to this assignment and diligent work on everyone’s part.
Now, I am not just tossing you out there to learn this material on your own. First of all, I have a classroom blog, and it is obvious that you were wise and bookmarked it since you are reading this here. Good job! Visit it this site OFTEN! You can use the comments section to study together or ask questions. This blog has categories for each chapter as well as for subtopics and links to review websites. It is designed to help your comprehension and expand my ability to help you on your way to a solid classroom experience and a 5 on the AP exam.
If you look to the right, you will see a box below the quote of the week that lists the last five posts. Below that you will see another box entitled “categories.” You want to use the categories “Beginning of Year” and for Chapters 1-4 right now. I will post things here over the summer to help you get this assignment done.
So this extra credit assignment is due on the third day of school next fall. It needs to be handwritten neatly and legibly, and make sure you do your own work. You are welcome to work together on this assignment, but you cannot copy from your friends. This assignment will not help you if you yourself do not do it.
So please make sure you checked out a book from me before you leave for the summer.
I look forward to seeing you next year!
Leslie Scoopmire, AP US history teacher
Define the terms, explain the significance of the terms, and answer the questions FULLY. This is extra credit, but is necessary.
Here is an example of how to define a term:
Iroquois Confederacy- AKA the Six Nations, a league of related Native tribes (Mohawk, Oneida, Onondaga, Cayuga, and Seneca originally, with the Tuscarora moving into the area from the Carolinas and joining the Confederacy in the 1700s) united by Algonquian language and longhouse religion. They suffered under the competition between their English trading partners and the French and their Indian allies, although officially they attempted to maintain neutrality. At their greatest point they occupied land from Kentucky to Michigan but were most concentrated in upper New York state.
Chapter Study Guides—Semester 1—Scoopmire
Chapter 1 New World Beginnings, 33,000 BC- AD 1769
Identify the historical significance of the following:
Mississippian culture____Anasazi____ Cahokia
Iroquois____L’Anse aux Meadows____Vinland
Ferdinand/Isabella____Christopher Columbus____“sugar revolution”
Taino ____ Treaty of Tordesillas____Tenochtitlan
encomienda____Giovanni Caboto____St. Augustine (FL)
Juan de Onate____Battle of Acoma____Pope’s Rebellion
conquistadores____mestizos____“three sister” agriculture
Juan Ponce de Leon____Moctezuma____Junipero Serra
Ferdinand Magellan____Hernan Cortes____mission Indians
Francisco Coronado____tidewater region____Franciscans
Hernando de Soto____Malinche____“Black Legend”
Vasco Nunez de Balboa____Quetzalcoatl____Hispaniola
Bartolome de Las Casas____maize____Robert La Salle
Mound Builders____Battle of Acoma____Alamo
Pueblo culture____Mound Builders____Norse
crusaders
Be able to explain the following fully:
– What kind of environmental impact did Native Americans have? Why do you think this impact was significantly different from that of the Europeans?
– What was the impetus for European exploration in the 15th and 16th centuries?
– Describe the impact of interaction between Europe and the Americas, including the global effects of the Columbian exchange of plants, and of the introduction of European illnesses into the Americas.
– Describe the system of encomienda. What was the ethical rationale for this system? What were the practical effects of this system?
Chapter 2 The Planting of English America, 1500-1733
Identify the historical significance of the following:
Sir Walter Raleigh____Roanoke Island____Virginia
“surplus population”____charter____Powhatan
“starving time”____“Irish tactics”____1st Anglo-Powhatan War
2nd Anglo-Powhatan War____“three Ds”____Powhatan’s Confederacy
Piedmont____Algonquians____“seminary of sedition”
Barbados Slave Code____Restoration period____Deganawidah
Tuscaroras____Iroquois Confederacy____“soil butchery”
John Smith____John Rolfe____indentured servant
Lord Baltimore____Charles II ____Hiawatha
Lords Proprietors____Savannah Indians____Lord de la Warr
Tuscaroras____Yamasees____James Oglethorpe
Handsome Lake ____John Wesley____House of Burgesses
primogeniture____joint-stock company____Act of Toleration
Virginia Company ____Iroquois Confederacy____proprietorship
Be able to explain the following fully:
–Trace the establishment of the five southeastern English colonies of Virginia, Maryland, Carolinas, and Georgia, outlining their similarities and differences.
– How did the Indians respond to English settlement? What factors prevented them from resisting effectively? What attempts were made by the Indians to overcome this?
– How did English land laws influence the English settlement of North America?
– Outline the beginning of the plantation system and its importation to America. How did colonists deal with the need for labor before slavery became widespread?
– Go to http://www.virginiaplaces.org/regions/fallshape.html on the internet. What is the Fall Line? How did it influence Native American and English settlement?
Chapter 3 Settling the Northern Colonies, 1619-1700
Identify the historical significance of the following:
Anne Hutchinson____William Penn____Sir Edmund Andros
Roger Williams____John Winthrop____“the elect”
William Bradford____John Cotton____predestination
covenant____Separatists____Bible Commonwealth
Mayflower Compact____Puritans____Dominion of New England
Navigation Laws____freemen____antinomianism
Pilgrims____New England Confederation
Fundamental Orders____Quakers____King Philip’s War
“salutary neglect”____Middle Colonies____“bread colonies”
Eurocentrism____the Chesapeake____“Blue Laws”
“Protestant work ethic”____Metacom____“royal colony”
Be able to explain the following fully:
– Describe the three separate regions of English colonies. How did each region differ from the others, and why?
– Describe the Puritan/Separatist drive to establish colonies. How did religious beliefs inform their actions?
–Respond to the following: “Early America was a haven for religious dissidents.”
–Explain the relationship between the mother country and the English colonies, including an explanation of the era of “neglect” and its aftermath. Contrast the New England Confederation with the Dominion of New England.
– Describe the interaction between the English and the Native Americans. How were the Puritans and Quakers different in their relations with natives? Compare English actions with those of the Spanish.
Chapter 4 American Life in the Seventeenth Century, 1607-1692
Identify the historical significance of the following:
William Berkeley____Nathaniel Bacon____headright system
middle passage____Bacon’s Rebellion____“freedom dues”
Royal African Company____Gullah____midwifery
Salem Witch Trials____Halfway Covenant____gentry
the Chesapeake____ “white slaves”____“freedom dues”
House of Burgesses____“Yankee ingenuity”
Be able to explain the following fully:
– Describe the abuses of the indentured servant system. How did the conditions freedmen faced become potentially explosive? How did the headright system exacerbate the frustrations of the freedmen? Why do you think “No slave uprising in American history matched the scale of Bacon’s Rebellion?”
– List the pros and cons of being a woman in the Chesapeake during the 17th century. Why would so few women live to be forty years old? What were the challenges faced by early American families? Explain the statement that “New England invented grandparents.”
– List the factors that made importing African slaves more appealing after 1680. Why did so many slaves have to be imported during the years before 1720? What caused the decline of importation? Describe how cultural interaction influenced both the colonists and the slaves.
– Why did the Puritans face a crisis of faith in the mid-17th century? How did they attempt to deal with this? Evaluate the efficacy of this transition.
