Colonial Society 
Classwork: 
- Read "Colonial Society in the 18th Century" 
- Answer guided reading questions

Homework: 
Prepare for the Unit 1 Exam using the study guide provided to you. 
It will consist of multiple-choice questions and one essay. You will choose one of the two prompts on the study guide. 
Test dates: 

• 4A  - September 4 (Wednesday) 
• All B Day classes - September 5 (Thursday) 
• 1A and 2A - September 6 (Friday)

Slavery in the Colonies
In class, we reviewed the New England scenarios from the previous class. 
Then, we did a gallery walk activity, analyzing various primary and secondary texts and images depicting the Middle Passage and slavery in the colonies. 
If you are interested or did not get to finish this source in class, you can read the National Geographic article on the cultural contributions of enslaved Africans here: 
​ www.nationalgeographic.com/news/2003/2/jubilee-america-culture-enslaved-africans/ 
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HOMEWORK Due 8/30 (A), 9/3 (B)
​Anti-Slavery Speech

1. Read a set of secondary and primary source documents on England’s involvement in the Atlantic slave trade (posted below).
2. Use your notes and the documents, as well as your observations from the group activity in class to answer:
   Assume the role of an anti-slavery activist in the colonies who is trying to pass an act that will abolish the slave trade. Write a 3 minute speech to convince your fellow elected officials to vote for the act abolishing the importation of slaves.

Be sure to include the following:

• acknowledge the benefits of the trade to the parties concerned
• accentuate the evils of trading people and the horrors of the Middle Passage and how the benefits of outlawing that trade far outweigh the benefits received in trading them
• specific references to the role the slave trade played in the mercantilist system of economy
• acknowledge how slavery developed in the English colonies

Vocabulary Quiz - If you missed the quiz, please see me to schedule a make-up quiz. 
Mid-Atlantic and New England Colonies
The PPT and note-taking guide are posted below. We compared the development of the Mid-Atlantic and New England colonies. We looked at the New England colonies more closely, particularly the role of Puritan belief and culture in the development of the region. 
The classwork scenarios are posted in "Unit Files" if you would like to reference them again. 
HOMEWORK - 
Start reviewing for the Unit 1 Exam using the study guide provided to you. 

The Southern Colonies
Please see the PowerPoint posted below. 
Note that there will be a vocabulary quiz on Mon, 8/26 (A Day), and Tue, 8/27 (B Day). A link to Quizlet flash cards is posted in the "Unit Files" section. 
Classwork - Life in the Southern Colonies primary source analysis questions
f you did not finish in class, the documents are attached as a PDF below so you may finish the questions at home, to be turned in by Monday or Tuesday.

The Southern Colonies - Virginia 
In class: 

1. I checked binders. If you were absent or did not have your binder ready, please see me so I can check you off my list. 
2. We labeled a map of the Thirteen Colonies - you can find the blank map attached below. If you missed this, please refer to the map on my white board in class, or refer to a friend's map to label/color the colonies.
3. We reviewed mercantilism. To see the summaries developed by your class, please see the "Unit Files" page here: https://www.mslucohistory.com/unit-1-colonization.html 
4. The "Virginia" PPT is posted below. 

HOMEWORK - Due 8/22 (A), 8/23 (B) 
Use the "Starving Time" primary source document, A True Declaration of the Estate in Virginia (1610), and the notes you exchanged with your group members in class. 

Individually you will answer the following in 2-3 paragraphs each, supported with examples and evidence from the whole document.

1. How does the author describe the "starving time"?
2. Where does the author place the blame for this situation?

​

Reminders:
Please bring your binder and other required materials  on 8/20 (A Day -Tuesday) and 8/21 (B Day - Tuesday). I will be checking them on those days. If you would like to go ahead and label your dividers these are the 5 sections: 
1. Class Resources (<-- put your syllabus and the "Six Concepts" sheet here)
2. Bellringers 
3. Notes (<-- put your Unit 1 study guide before your Unit 1 notes) 
4. Papers/ Projects
5. Graded Work
European Colonization and Mercantilism (Trans-Atlantic Trade) 
Today we looked at an overview of European colonization post-1492, compared the general characteristics of Spanish, French, Dutch, and English colonies, and discussed the system of mercantilism. 
The PPT from today is posted below. There's a vocab list on one of the first slides. 
HOMEWORK Due 8/20 (A Day) and 8/21 (B Day)
Read Philip Wilhelm von Hornick’s “Nine Principal Rules of National Economy”. Highlight and annotate as you read. Be prepared to discuss the reading next class.

• ­Highlight – Key words and phrases that define each rule
• ­Annotate – Take margin notes, write questions you still have, or define unknown words
• ­Be prepared to discuss – the positive and negative effects of mercantilism for the mother country and for the colonies

Questions? You can ask via Remind (@lucoibhist, or @lucoib4b for 4B only) as I don't have access to email over the weekends.

Reminder: 
Please have your signed syllabus ready to turn in on August 15. 
Please bring your 2-inch binder and other materials by next week, Monday (B Day) or Tuesday (A Day). 
Historical Methodology
Today's PPT is posted below. We looked at the ways historians conduct research and evaluate sources for their validity and usefulness. We looked at two examples of historical controversies related to pre-Columbian America. 
HOMEWORK Due 8/16 (A), 8/19 (B)
​Review the "Six Key Concepts of History" handout. Use the digital textbook pages posted below to complete the "Six Concepts" worksheet:

1. Overview http://www.digitalhistory.uh.edu/era.cfm?eraID=1&smtID=1 
2. Correcting Myths and Misconceptions http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3561
3. Native America on the Eve of Contact http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3565 

As you read, collect notes, reflections, and questions that connect the reading to each of the six key concepts of history. This is an open-ended - what goes in the boxes is up to you as long as you're demonstrating a connection between the First Americans reading and the six concepts of history. 
Send me a Remind message with any questions.