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Unit 2 & 3
From Jamestown to Jefferson
(1607-1800)
1491-1607 kp1
1607-1754 kp2
1754-1800 kp3

Picture
Picture

Unit 2 calendar AGENDA

Dates below should be accurate, what we do on each day might be moved/changed depending, but not by much.
Day 1 Monday/Tuesday August 22nd & 23rd
Lecture 2.1 SOCO Flipped- Going over it in class.
-Indenture Contract Reading (in-class reading)
 You take notes at home and we'll go over 2.2, 2.3,
and 2.4 in upcoming class periods.

Quiz 1.1 Deadline: 11:45pm, August 23 

Day 2 Wednesday August 24th
(2) SAQ
Assign Native American Projects in class
​
Native American Project Video or
​Live Presentations are due 9/19-9/20

Research/Smore Native American Project Website time or HWP Time 

Day 3 Thursday/Friday August 25th & 26th
Quiz 2.1 Deadline: 11:45 pm, September 3
Go over 2.2 Flipped Lecture in class
Play Quiz 2.1 once
HIPPOS 1- John Rolfe, HIPPOS 2- John Martin
​
Day 4 Monday/Tuesday August 29th & 30th
​-Bacon's Rebellion Video PBS (in-class video)
Equiano Reading (in-class reading)
Roots video (in-class video)
It is your job to fill in all the notes from 2.3-2.4 as best you can, so that we can work on skill building activities in class and get through the notes faster and more efficiently...
FLIPPED LECTURE
Continue to take notes on 2.3, and 2.4
FLIPPED LECTURE

Additional Reading: 
http://ap.gilderlehrman.org/essay/indian-slavery-americas?period=1

Day 5 Wednesday August 31st
Berkeley Reading
Pass back graded Unit 1 HWP
Go over SAQs; Explain re-write process
Begin 2.3

Day 6 Thursday/Friday September 1st & 2nd
Continue working on 2.3
RE-WRITES ARE OPEN THURSDAY/FRIDAY ONLY
during OH or 1st lunch.

​Project/HWP Time after
Quiz 2.1 Deadline: 11:45 pm, September 3

Monday September 5th 
Labor Day- NO SCHOOL!!!

Day 7 Tuesday September 6th Common Day
Lecture 2.4 Colonies Before War
​
Day 8 Wednesday September 7th
Native American Research Day in the Library​

Day 9 Thursday/Friday September 8th & 9th
Assign Short Movie Project Scenes
Work on Short Movie Project Rest of the period.
SAQ 1 RE-WRITES ARE OPEN THURSDAY/FRIDAY ONLY ​during OH/1st L 
Friday September 9th last day to re-write.


Day 10 Monday/Tuesday September 12th & 13th
Unit 2 HWP due as you walk in: 
1. (Eight) HIPPOS    2. KP2 Quicksheet 3. KP2 Guided Lecture Note
 
Please have your packet assembled before you walk in please.
Unit 2 Exam (55 min)
​LEQ Intro Paragraph (20 min)

Work on N.A. Project &/or
​Short Movie Project Scenes Rest of the period.



Day 1 Wednesday September 14th
​Quiz 3.1 is now open Deadline: 11:45 pm, September 25th
Begin Lectures ​3.1 Road to Revolution Lecture &
(Enlightenment HW assignment done during 3.1 lecture)
Pass out the rest of Unit 3 papers

Day 2 Thursday/Friday September 15th & 16th
Continue Lecture ​3.1 Road to Revolution Lecture &
(Enlightenment HW assignment done during 3.1 lecture)
Surprise!
Begin 3.2 The Shot heard Round the World Lecture
13 Colonies Quiz Practice:
 
https://online.seterra.com/en/vgp/3044

Day 3 Monday/Tuesday September 19th & 20th
Rally/Assembly Schedule
Native American Project Video/Live Presentations today.

Surprise!
Continue 3.2 The Shot heard Round the World Lecture
Begin 3.3 Creating a Nation Lecture

Day 4 Wednesday September 21st
​KP 2 Group Exam Re-take

Day 5 Thursday/Friday September 22nd & 23rd
Wasc Minimum Day Thurs/Special Common Day Friday
13 Colonies Quiz Live- (Coloring/Labeling) Colonies/Regions
Continue 3.3 Creating a Nation
Flipped Lecture 3.4 Washington to Jefferson​​
​​Quiz 3.1 Deadline: 11:45 pm, September 25th

Day 6 Monday September 26th S Day
NO SCHOOL

Day 6 Tuesday September 27th
Common Day
Finish 3.3 Creating a Nation
Go over Flipped Lecture 3.4 Washington to Jefferson​
Day 7 Wednesday September 28th
​
Short Movie Project Due
Go over Flipped Lecture 3.4 Washington to Jefferson

Day 8 Thursday/Friday September 29th & 30th
HWP KP3 Due
SAQ

​
​KP3 Exam
Go over Flipped Lecture 3.4 Washington to Jefferson

​Pass Out Papers & Explain Unit 4.​

Lectures

Flipped Lecture: (On your Own)
Take notes OYO and I will briefly go over the important stuff from each lecture.
​Lecture 2.1- Southern Colonies (oyo)

Lecture 2.2- N.E Colonization & Middle Colonies (oyo)
Lecture 2.4- Colonial Society (oyo)
Lecture 2.5- Colonies Before the War (oyo)
Lecture 2.1 SOCO
2.1 GLN
Lecture 2.2 NE/Middle
Lecture 2.3 Colonial Society
Lecture 2.4 Colonies B4 War
2.2 GLN
2.3 GLN
2.4 GLN
Lecture 3.1 Road to Revolution
Lecture 3.2 The Shot Heard Round the World
Lecture 3.3 Creating a Nation
Lecture 3.4 Washington to Jefferson
Lecture 3.1 Road to Revolution
3.1 GLN
Lecture 3.2 The Shot
Lecture 3.3 Creating a Nation
Lecture 3.4 Wash to Jefferson
3.2 GLN
3.3 GLN
3.4 GLN

3.3 Ratification Federal Pillars
3.3 Electoral College PPT

kp2 Key Terms

-Spanish Colonization
-British Colonization
-indentured servants
-Metacom's War
-covert resistance 
-homogeneous society
-Pueblo Revolt
-"Atlantic World"
-British Imperial System
-cross-racial sexual unions
-overt resistance
-Puritans
-staple crops
-Enlightenment Ideas
Albany Plan
Pontiac's Rebellion - why did it happen?
-French Colonization
-intermarriage
-Atlantic Slave Trade
-South Atlantic System (SAS)
-New England colonies
-Diverse middle colonies
-English view of land ownership and gender roles
-Anglicization
mercantilist economies
-Dutch Colonization
-African Slave Trade
Head-right System
"New Light" vs. "Old Lights"
-Who used the Bible as the sole source of redemption?

Additional extra Readings

Slave Numbers
2) Colonial Slavery (FFA) W/U:
http://nebula.wsimg.com/a19343f8a3309ff46ce700f8f889e048?AccessKeyId=E9AACE2A0AB5B10EA5F6&disposition=0&alloworigin=1
Salem Witchcraft Reading
Ergot poisoning?
Zenger Trial 1733
Pequot War 1636-1637
Paxton Boys 1760s
Pontiac's Rebellion 1763/1764

Gilder Lehrman
​Key Period 2
KP2 Link
Gilder Lehrman
​Key Period 3
KP3 Link

Group Exam re-take kp2

Team 1
Lauren
Sky
Olivia
Kelly
Weinrich

Team 2
Michael
AROD
Ayan
Arce
K.K.

Team 3
Kerry
Madison P.
Tarui
Mia
Maddie Lin

Team 4
Marquez
Hrutu
Jacob Lin
Fiza
Davin
Natalia

Team 5
Ella
Sarah
Taha
Amanda
Romari
AJ

Team 6
Giselle
Prabhas
Samai
Tina
Berlyn
Diana
Team 1
Mark
Hailey
Maleah
Reachiny
Shoker

Team 2
Ivan
Bardales
Casey
Sunshine
Jasmine

Team 3
Nick
Jaidyn
Kaylee
Manny
Erik

Team 4
Tyler
Marvin
Fiona
Montenegro
Deja

Team 5
Jacklynn
Hebe
Gigi
Prerana

Team 6
Miles
Alejandro
Alex
Dmitri
Team 1
Kevin
Amy
Codi
Natalie
Fudge

Team 2
Chloe
Llamas
Chumacero
Nadelyn
Vanessa

Team 3
Ethan K
Irene
Sebastian
Howard
Kai

Team 4
Bryson
Jake
Ethan Sim
Brett
Ricardo

Team 5
Rein
Zach
Kristen
Ronnie
Om

Team 6
Gabrielle
Ning
Victor
Blake
Camarena

Textbook READING

Students will need to read through Chapters 2-7.
​Content covered in those chapters can and will show up on the Unit 2 and 3 Exams.

kp2+3 important timeline
Short Movie Project
Short Movie Project Due
​Monday/Tuesday September 27th & 28th

1. Jamestown is Founded
2. Period of Salutary Neglect Begins
3. First Great Awakening
4. French and Indian War (aka 7 Years War)
5. Taxes, Frustrations in Boston/colonies
6. American Revolution
7. Declaration of Independence
8. Articles of Confederation (AOC)
9. Constitution  
10.Bill of Rights (BOR)
11. XYZ Affair
12. Political Revolution 
Roles
Individual ​Scene Director (12)
Scene directors appoint yourself and lead the group.
You are responsible to create 
30-60 seconds worth of content, and all
students per group need to be involved in each scene.
1. Become experts on your scene, develop a plan, and teach the class through a short 30-60 second movie.
(Need evidence of having been involved in: editing, acting, writing the lines, voice over, etc.) Feel free to get parents, siblings and friends involved. Scenes need to be PG, possible loss of points might result in a lower grade if school rules are not followed. Use common sense. THINK: 
For Example: Native American depictions, use of tobacco, use of real guns, etc.. This project might be shared, and will hopefully live on the class website/ fridge forever, either as good examples or bad examples. 
Feel free to overlap with classmates if it makes your scene better (help the scene in front of you or behind you if they need it).

Project Points
-Submitting the final edited individual scene = 10 points.
-Accurate use of Vocabulary, Engagement & Content
Was there effort? Did you explain your scene in a creative manner enough to convey your ultimate message? = 40 points


Total Project Points: 50
Period 1
1. Sarah, Hrutu, Olivia
2. Aayan, Davin
3. Lauren, Natalia
4. AROD, Weinrich, Prabhas
5. Maddie, Amanda, Mia
6. Sky, Ella, & Berlyn
7. AJ, Kaitlin, Maddie Lin
8. Kerry, Laruen, Kelly
9. Jacob Lin, Taha, Michael
10. Samai, Anne
11. Giselle, Diana, Tarui
​12. Romari, Tina, Fiza
Period 2
1. Mark & Marvin & Alejandro
2. Hebe, Fiona, Sunshine
3. Reachiny & Ivan
4. Dmitri & Jonah
5. Jazz & Alex
6. WWW
7. Jake & Jasmine
8. Haley & Jacklynn
9. Manny Kaylee
10. Prerana, Gigi, Maleah
11. Erik & Casey
12. Jaydyn & Deja
Period 3
1. Bryson, Ethan K
2. Kai, Irene, Kristen
3. Om, Jake
4. Ethan S, Kevin
5. Ricardo, Montes, Montes

6. Natalie, Howard, Nadelyn
7. Ronnie & Victor
8. Andrew, Joseph
9. Rein & Codi
10. Sebastian, Jonah, Nathaniel
11. Vanessa, Ning, Amy
12. Zach, Chloe, Gabrielle
Period 1
Period 2
Period 3

Unit 3 Quizizz

Make sure you put (1) (2) or (3)​ in front of your
​first and last name when using Quizizz
​if you want to receive full credit.

Deadline: 11:45pm, September 25th
1.Ask participants to open
joinmyquiz.com
2.And enter this code
5078 8611
Quiz 2.1

Homework

Unit 2 and 3 Coversheets

Unit Homework

Unit 2 Coversheet Order
1. (Eight) HIPPOS
2. KP2 Quicksheet
3. KP2 Guided Lecture Notes
​NOTE: KP2 Quicksheet, GLN & 
(8) HIPPOS due on 9/12 & 9/13
Link to HIPPOS Page
KP2 Quick Sheet
Unit 3 Coversheet Order
1. KP3 Quick Sheet
2. Enlightenment Assignment
3. Sons of Liberty Reading
4. KP3 Guided Lecture Notes
5. TIMELINE G.O.
​(Just use the 12 short movie events)
KP3 Quick Sheet
Enlightenment Reading
Enlightenment G.O.
Sons of Liberty Reading
Sons of Liberty Worksheet
Timeline G.O.

Key period 1
​Native american project turnin

Instructions, turn-in links, and group information can all be found on this page: http://www.rooseveltcpush.com/unit-1---pre-colony-days-1491-1607.html

Key Period 2
​(1607-1754)
 

Concept Outline
Europeans and American Indians maneuvered and
 fought for dominance, control, and security in North America, and distinctive colonial and native societies emerged. 

Key Concept 2.1: 
Differences in imperial goals, cultures, and the North American environments that different empires confronted led Europeans to develop diverse patterns of colonization.

Key Concept 2.2: 
European colonization efforts in North America stimulated intercultural contact and intensified conflict between the various groups of colonizers and native peoples.

Key Concept 2.3:
The increasing political, economic, and cultural exchanges within the "Atlantic World" had a profound impact on the development of colonial societies in North America.

Key period 3
1754-1800


British imperial attempts to reassert control over its colonies and the colonial reaction to these attempts produced a new American republic, along with struggles over the new nation’s social, political, and economic identity.

Key Concept 3.1: Britain’s victory over France in the imperial struggle for North America led to new conflicts among the British government, the North American colonists, and American Indians, culminating in the creation of a new nation, the United States. 

Key Concept 3.2: In the late 18th century, new experiments with democratic ideas and republican forms of government, as well as other new religious, economic, and cultural ideas, challenged traditional imperial systems across the Atlantic World.

Key Concept 3.3: Migration within North America, cooperative interaction, and competition for resources raised questions about boundaries and policies, intensified conflicts among peoples and nations, and led to contests over the creation of a multi-ethnic, multiracial national identity. 

DONT DO- not assigned this year
Individual Project

Enlightenment or Great Awakening/Early influential Americans

Project Guidelines:
1. In a 1 min presentation, you will present on one of the following individuals. You will make a SMORE page, and teach the class about your person.
2. Tie your person to the K.C.O. Some of the individuals are directly mentioned in the KCO, some are implied. You can insert the part(s) of the KCO they are mentioned in, or tie into.
3. Connect your person to another person and briefly mention how they connect to another important person during this time period.
4. Creation. Get creative, and create something cool. Wall worthy/Fridge worthy creations. (Think: Rap, song, video, painting, drawing, etc..) If you make a video, put it on YouTube and link it up to the SMORE page.
1. François-Marie Arouet (Voltaire)
 2. Baron de Montesquieu
3. John Locke
4. Adam Smith
5. Mary Wollstonecraft
6. Jean- Jacques Rousseau
 7. Cesare Beccaria
8. Thomas Paine
9. Ben Franklin
10. Thomas Jefferson
11. John Adams
12. Abagail Adams
13. John Rolfe
14. John Smith

​15. Sir Edmund Andros
16. Nathaniel Bacon
17. Chief Little Turtle
18. Mercy Otis Warren
Period 2 Padlet
19. Olaudah Equiano
20. Jemmy (AKA: Cato)
21. Metacom (King Philip)
22. William Berkeley
23. William Bradford
24. John Winthrop
25. William Penn
26. Jonathan Edwards
27. George Whitefield
28. John Peter Zenger
29. Paxton Boys
30. Roger Williams
31. Anne Hutchinson
32. Chief Pontiac

33. Lord Baltimore
34. Touissant L'Overture
35. Simon Bolivar
36. ​John Dickinson
Padlet 5 Padlet
5 sentence intro paragraph
1 Context 
Before the years of _____(Date), In the greater context of ..... Life/America/Economically/Socially/Politicaly/People, Religion
2 Context
Settlers, Colonists, Citizens, Minorities, Women, Children, Americans, Colonies, States, Young, Old, Wealthy, Impoverished,
(historically accurate details)
3 Context
Connect it to what you're going to prove in the next few sentences
-----------------------
4. Thesis/Argument
​5. Thesis/Argument 123 
3 points you're going to prove in each of the 3 body paragraphs
Immigration Review

ffapush RESOURCES

Causation- The War for Independence
Causation- Two Party System
Washington's Farewell Address
Political Parties 1-Sheeter
Marshall Court Impact Reading
Both Great Awakenings
MO Comp TP Intro
2nd GA Reforms Prompt
SAQ Practice Slave Labor Sources POV

Native American Perspective

​Some scholars have gone so far as to suggest that the Seven Years’ War (often still called by its nineteenth-century name, the French and Indian War) was a watershed comparable in importance to the Revolution itself in shaping North American history. Whether or not that view gains wide credence in general interpretations of the development of the United States remains to be seen. Yet thanks to the work of Jennings, White, and their fellow historians, there can be no doubt that the Seven Years’ War was at the very least an event of surpassing importance to native peoples—the beginning of a great shift in which their centuries of influence over historical outcomes in North America began to wane at last.
Much of what these new works describe concerns the mobilization of intercultural trade relations in the supply and control of labor, the scarcest of precious commodities in colonial America. They demonstrate, above all, that slavery was by no means restricted to people of African descent; rather, the enslavement of native people by other natives and by the Europeans to whom those captives were traded was a crucial component of intercultural commerce and alliance in the seventeenth and early eighteenth centuries. The dimensions of the Indian slave trade, its interpenetration with the practices of crosscultural captivity and adoption, and its heretofore unsuspected economic, social, and cultural significance are only now coming into focus. 

Key Period 2 + 3 Review Videos below

APUSH Review Website
Guided Lecture Notes 2.1
Guided Lecture Notes 2.2
Guided Lecture Notes 2.3
Guided Lecture Notes PR
Guided Lecture Notes King Philip's War
Guided Lecture Notes 3.1
Big Ideas
1. How did the 7 Year's War alter the relationship between the British and the colonists?

2. What arguments did colonists use to resist Britain's actions after the war?

SAQ
10:47
Consolidate -take over
Re-write the prompt on your paper,
 and break the box up into four sections
Guided Lecture Notes 3.2
3.2 Big Ideas
1) How did the Enlightenment ideas lead to the American Revolution?

2) How was the Constitution able to pass in light of conflicting interests? (North vs South) and (Federalists vs Anti-Federalists)

3. How did Protestant Evangelical Religious fervor lead to a New American Identity?
Guided Lecture Notes 3.3
Big Ideas
1. How was Native American life affected after the removal of the French?

2. What led to the development of the first political parties?

3. How did "republican motherhood" affect the roles of women?
T Paine GLN

2015 colonies Poster Project

L2 Colonizing Southern Colonies
L3- New England and the Middle Colonies
Picture
Albany Plan of Union
Picture

Which two colonies are in different regions but, share the term restoration Colonies?

Picture
Picture
Picture
Picture
Picture
Picture
Picture
Picture
Picture
Picture

ignore below

Colonies poster project. As a class, I need both periods competing against each other to create the best poster/presentation.
I will assign random people into three different groups. 

Group 1 will be New England Colonies
 Group 2 will be Middle Colonies
 Group 3 will be the Southern Colonies


Both 1st and 5th period will have the same amount of time to complete this project, the better looking poster will receive 5 extra credit points. Everyone will be given 10 points based on effort, with the winning posters will being displayed on the wall, for everyone to see. It is possible to score a 15/10 on this assignment. Don't be the group that earns an eight or a nine out of 10. Easy points. 
Take this assignment seriously. I want this to be a fun/competitive assignment/poster/group project. Collaboration. It's good for you.
Every student must also share one thing that they learned from the poster activity when your group presents/to exit the classroom.

You may use the class website, lectures, the textbook, and the review videos to complete the posters in the allotted time frame. Remember, time is of the essence. First Period, set the bar high please.

I suggest you have a designated Research Team scouring the notes/lectures/text for their perspective, and helping the writer as best as you can as the researcher. That means chunking the information, so others may learn from your poster.

Someone with good penmanship will have to write down the words.
You will need to have a trustworthy individual who can trace/draw/color/beautify the poster. Choose wisely.

What your poster needs to have (Criteria):
Perspective (Native Americans, Slaves, Differing European Groups, Men, Women, Children)
All thirteen colonies need to be drawn and identified. 
The colonies with which you have been assigned must be colored and the focus of your poster. 

and you must answer the Big Idea below.

How did climate and geography affect the development of British Colonies? 
(Consider how your region is different from the other two)
Timeline Project of: (Minority Labor and Resistance) 
Using the multiple sets of textbooks
Research and record all: Native American, Slave and

​Indentured Servant rebellions and/or other forms of resistance from the time period​ (1491-1800) [Key Period 1-Key Period 3]
HOMEWORK: Come up with 3-5 sentence summaries for each of the (20) events, attached and turned in with the stamped colored-in timeline due: __________________________
​Include: Historical significance/location, 
Causes, Outcome
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