Unit II Homework Guide
British North America and the Atlantic World 1660-1763
APUS
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
SEPTEMBER 2018
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10
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11
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12
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13
HW: Ch. 3 read p. 78-90 and write subheadings
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14
Period 2
(1607-1754)
HW: Ch. 3 read p. 90-97 and write subheadings
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HW: Ch. 3 read p. 97-103 and write subheadings
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18
Due
Ch. 3 Online
HW: Ch. 3 read p. 103-105 and write subheadings
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HW: Ch. 3 read p.105-113 and write subheadings
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Due
Ch. 3 Sub-headings
HW: Ch. 4 read p. 114-120 and write subheadings
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HW: Ch. 4 read p. 120-126 and write subheadings
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HW: Ch. 4 read p. 126-129 and write subheadings
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Due
Ch. 4 Online
HW: Ch. 4 read p. 129-135 and write subheadings
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HW: Ch. 4 read p. 135-140 and write subheadings
Ch. 3-4 Vocab Quiz (matching)
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Due--Ch. 4 Sub-headings
Unit 2 Final
HW: Ch. 4 read p. 140-145 and write subheadings
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Period 3
(1754-1800)
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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
Quakers
Navigation Acts
Middle Passage
Stono Rebellion
salutary neglect
William Penn
William Bradford
Massasoit
the “elect”
“visible saints”
New England Confederation
Dominion of New England
General Court
witch hunting
Henretta Ch. 4 1720-1763
Tenancy
Natural rights
Deism
Old and New lights
Consumer Revolution
John Locke
Benjamin Franklin
Jonathon Edwards
George Whitefield
William Pitt
Pontiac
Half-Way Covenant
John Peter Zenger
Paxton Boys
Great Awakening
Anglicans
triangular trade
Molasses Act
Scots-Irish
Congregational Church
Acadians
Iroquois
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.