Unit 2 & 3
From Jamestown to Jefferson
(1607-1800)
1491-1607 kp1
1607-1754 kp2
1754-1800 kp3
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Unit 2 calendar AGENDADates below should be accurate, what we do on each day might be moved/changed depending, but not by much.
Day 7 Wednesday August 20th
(2) SAQ FYI 2.1-2.4 will all be FLIPPED LECTURES B2SN Day 1 Thursday August 21st -Bacon's Rebellion Video PBS (in-class video), Lecture 2.1 SOCO Flipped- Going over it in class. You take notes at home and we'll go over 2.2, 2.3, & 2.4 on future dates. 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... Quiz 1.1 Deadline tonight SMP time Quiz 2.1 is now Open Deadline: Sept. 15, 2025 11:45pm Day 2 Monday August 25th Go over 2.2 Flipped Lecture in class SMP time/Free time Day 3 Wednesday August 27th Begin 2.3 Flipped Lecture Equiano Reading (in-class reading), Day 4 Thursday August 28th Roots video (in-class video) AP Classroom Codes available. FLIPPED LECTURE 2.4 NO SCHOOL Monday September 1st LABOR DAY Day 4 Tuesday September 2nd Common Day Pass back SAQs HIPPOS 1- John Rolfe, HIPPOS 2- John Martin Day 5 Wednesday September 3rd SUB Send T.A. Traymany up to make 75 copies of GLN of APUSH 3.1-3.4 GLN during 3rd pd. SMP Time or finish notes, kp2 Q.S. 13 Colonies Quiz Practice: https://online.seterra.com/en/vgp/3044 Day 6 Thursday September 4th 13 Colonies Quiz Practice: https://online.seterra.com/en/vgp/3044 LEQ Intro Paragraph (20 min) Work on Short Movie Project Rest of the period. RE-WRITES during Office Hours only Th/Fr Day 7 Monday September 8th Rally/Assembly Schedule Quiz 2.1 Deadline: Sept. 15, 2025 11:45pm Free-Time/ HIPPOS TIME Massacre at Mysric Day 8 Wednesday September 10th Pick up AP Textbooks today 13 Colonies Quiz SAQ Day 9 Thursday September 11th 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) Pass out the rest of Unit 3 papers Begin Lecture 3.1 Day 10 Monday September 15th Pass out the rest of Unit 3 papers Begin Lecture 3.1 Quiz 2.1 Deadline: Sept. 15, 2025 11:45pm KEY PERIOD 3 BEGINS Day 1 Wednesday September 17th SAQ Peer Grading Begin 3.2 The Shot heard Round the World Lecture Day 2 Thursday September 18th Continue 3.2 The Shot heard Round the World Lecture Begin 3.3 Creating a Nation Quiz 3.1 Deadline: 10/6 10 am Day 3 Monday September 22nd Finish 3.3 Creating a Nation Lecture Begin 3.4 Washington to Jefferson Day 4 Wednesday September 24th KP 2 Group Exam Re-take Day 5 Thursday September 25th Finish 3.4 Washington to Jefferson FLIPPED- Finish Notes over the weekend. Monday September 29th - (Jury duty) NO SCHOOL - S DAY Day 6 Tuesday September 30th Common Day Short Movie Project Due Day 7 Wednesday October 1st Review LEQ Intro Paragraph Day 8 Thursday October 2nd HWP KP3 Due KP3 Exam SAQ Quiz 3.1 Deadline: 10/6 Pass out KP4 papers Day 9 Monday October 6th LEQ Intro Paragraph Begin 4.1 Lecture Day 10 Wednesday October 8th KP3 Group Exam Re-take LecturesFlipped 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 2.3- Colonial Society (oyo) Lecture 2.4- Colonies Before the War (oyo) 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 kp2 Key Terms
Additional extra Readings2) Colonial Slavery (FFA) W/U:
http://nebula.wsimg.com/a19343f8a3309ff46ce700f8f889e048?AccessKeyId=E9AACE2A0AB5B10EA5F6&disposition=0&alloworigin=1 Gilder Lehrman
Key Period 2 Gilder Lehrman
Key Period 3 https://secure-media.collegeboard.org/apc/ap09_us_history_form_b_q2.pdf
group exam re-take kp2 p1
Group Exam re-take kp2 p3
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Textbook READINGStudents 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
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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 |
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) 6. Constitution 7. HIPPOS Letters from a Farmer |
Key Period 2
(1607-1754)
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.
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.
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. 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.
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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 |
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 |
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
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4. Thesis/Argument
5. Thesis/Argument 123
3 points you're going to prove in each of the 3 body paragraphs
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
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4. Thesis/Argument
5. Thesis/Argument 123
3 points you're going to prove in each of the 3 body paragraphs
ffapush RESOURCES
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
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Which two colonies are in different regions but, share the term restoration Colonies?
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)
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
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