Unit II (Ch. 3-4)

Unit II Homework Guide

British North America and the Atlantic World 1660-1763



Note:  for reading pages below, you are responsible to have read those pages BEFORE YOU ARRIVE TO CLASS THE NEXT DAY.  If it is HW on Monday, you might have a quiz on it on Tuesday


Unit II—Ch. 3  The British Atlantic World  1660-1750  & Ch. 4 Growth, Diversity, and Conflict, 1720-1763

                Part 2

College Board Periodization:  1607-1754


















HW: Ch. 3  read  p. 78-90  and write subheadings


Period 2


 HW: Ch. 3  read  p. 90-97  and write subheadings 




HW: Ch. 3  read  p. 97-103  and write subheadings 



Ch. 3 Online

 HW: Ch. 3  read  p. 103-105  and write subheadings 


: Ch. 3  read p.105-113  and write subheadings 



Ch. 3 Sub-headings


: Ch. 4  read  p. 114-120  and write subheadings   



HW: Ch. 4  read  p. 120-126  and write subheadings 







HW: Ch. 4 read  p. 126-129  and write subheadings 




Ch. 4 Online 


HW: Ch. 4  read  p. 129-135  and write subheadings 



 HW: Ch. 4  read  p. 135-140 and write subheadings

Ch. 3-4 Vocab Quiz (matching)


Ch. 4 Sub-headings

Unit 2 Final

:  Ch. 4  read  p. 140-145 and write subheadings 


Period 3








Concept Outline for Unit 2


PERIOD 2 (1607-1754)

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


Key Concept 2.1 - 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.


Key Concept 2.2 – 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


Unit 2 Vocabulary


Henretta Ch 3 1660-1750



Navigation Acts

Middle Passage

Stono Rebellion

salutary neglect

William Penn

William Bradford


the “elect”

“visible saints”

New England Confederation

Dominion of New England

General Court

witch hunting


Henretta Ch. 4 1720-1763



Natural rights


Old and New lights

Consumer Revolution

John Locke

Benjamin Franklin

Jonathon Edwards

George Whitefield

William Pitt


Half-Way Covenant

John Peter Zenger

Paxton Boys

Great Awakening


triangular trade

Molasses Act


Congregational Church



War of Jenkin's Ear


Bold words—identified by text

Non-bold—important from era that should know





Reading Strategies

Careful reading is one of the most essential skills in APUSH.  As such, knowing how to read your textbook (in particular) is an acquired skill, and here is a list of suggestions:

  • eliminate all distractions (find a quiet place, turn off electronics, etc.)
  • USE YOUR VOCABULARY LIST à while this seems obvious, don’t overlook it…the terms are there for a reason, so you’re accountable for knowing them!
  • skim the headings, visual aids and excerpts à maps, pictures, quotations, etc. are included as essential tools to the understanding… they’re not just decorations (so expect quiz items to cover them)!
  • don’t write annotate, take notes, etc. the first time you read à it is often much better to take notes, highlight, etc. once you have become familiar with the content… so read it through once, then go back and double-check for the important facts, conclusions, etc… this way you’re not transcribing the book or playing “paint by numbers” with your highlighter
  • general categories à what is political in nature?  economic?  religious? social?  intellectual?  artistic? (these will usually overlap, but that’s okay…)
  • patterns à when are events consistent with the past and when are they new directions?
  • fact/opinion à distinguish between statements of  historical fact(s) and the author’s bias
  • primary vs. secondary sources à which bits of evidence are directly from a participant or a witness (then determine the source’s credibility!) and which are not… which is better?


Use the strategies that will work best for you.  Use your performance on the assessments to gauge whether or not your reading strategies are sufficient.  The purpose of note-taking is to support your learning.  If you feel that you’re struggling with the readings, seek out a classmate and compare notes.  If that doesn’t help, let’s sit down together to discuss your process.