Today we started out with a discussion over the reading selection for homework last night by Jonathan Edwards. We then spent some time discussing your take-aways and questions from Chapter 4. After the discussion, we used some primary sources to explore the concepts associated with the Great Awakening and the Enlightenment in America and the effects of these on colonial development. We ended the day with a DocBlock HAPP over the unpublished 1740 autobiography of Connecticut farmer Nathan Cole.
Don't forget that tomorrow will be your colonies quiz!
Today we focused our conversation on the development of the English Colonies in America bay first taking a deep dive in to the complicated forces at work within the Salem Witch Panic. This exercise hopefully illustrated the kinds of interrelated factors including religion, politics, economics, inter-group conflicts, and more which drove the colonial governments and societies to develop in ways unique from the home country of England.
Our second main activity for the day was to analyze some raw historical data in table and map form. The information you gathered from this analysis will be assessed in a Colonies Quiz on Friday which will also draw geographical information which you can find in the old Colonies Map assignment under Period 2 on the website.
Tonight, you need to read and answer the questions associated with the selection "Sinners in the Hands of an Angry God" by Jonathan Edwards. Also, don't forget that Chapter 4 is due tomorrow!
Today we focused on the growth and development of slavery in the English Colonies in America. We first debriefed your podcast listening from last night, then completed a DocBlock HAPP analysis of our first secondary source, The Middle Passage by historians Mannix and Cowley. We spent the rest of class then in an extended analysis of a set of colonial newspaper advertisements for runaway slaves, digging for clues to the ways of life and social structures present at that time regarding enslaved people and servants.
Tonight, you need to be working on your Chapter 4 notes, which are due Thursday.
Today we took some time to explore life for English colonists in the early American colonies. We started with a debrief of the Indian Slavery in South Carolina reading from the weekend, then examined a primary source by Richard Frethorne, a young indentured servant in Jamestown. We then analyzed a couple of passenger lists to draw some inferences about the differences between New England and Southern colonial settlements. We ended the day by analyzing a collection of primary sources and data from the Jamestown colony to gain insights on the life expectancies for settlers there.
Tonight, you need to finish the Jamestown activity, responding in 2-3 sentences, if you did not in class. You also need to craft a brief 1 paragraph minimum, 2 paragraphs maximum argument in response to the question: What was the primary reason for the development of the system of imported unfree labor in the Souther colonies. You should also listen to THIS PODCAST on the Great Dismal Swamp and be prepared to discuss tomorrow.
Today we took on the content from Chapter 3, including your first Chapter Quiz. We spent a bit of time as well discussing HAPP analysis for DocBlock. This weekend you need to finish up the DocBlock we began in class. I'm attaching a more detailed description of what you do with each of the HAPP sections to help guide you. (NOTE: It's an older handout and so "Historical Situation" is called "Historical Context," but it's the same thing).
Also, you need to read the selection "Indian Slavery in South Carolina" posted under Period 2 materials and be prepared to discuss it in class on Monday. Have a great weekend!
After you discussed your Chapter 2 reading in your table teams, we shifted focus to discuss the Columbian Exchange and it's effects on ecosystems and people. We took some side trips along the way to interweave other historical developments and events into the narrative, for instance, discussing the role of trade across the Pacific, the development of corn (maize) in the Americas, and the Castas which resulted from racial mixing in Spanish controlled territories.
Chapter 3 is due tomorrow! Have a great evening!
For our second day, we tackled some of the myths and misunderstandings surrounding the pre-Columbian Native American populations. We examined some media representations and compared that to the primary sources to develop an appreciation for the level of sophistication and diversity of the Indigenous nations of the east coast of North America.
We also discussed note taking from the textbook. I have included the slides explaining the additional notes we want you to take for each Chapter, starting with Chapter 3. Don't forget that chapter 2 is due tomorrow and Chapter 3 is due Friday!
Great first day today! I'm excited about what's in store for this semester! Today we mainly discussed the approach of the class, the expectations we have of you and what you could expect from us, and the policies of the syllabus. Remember that you can find the syllabus via the syllabus tile on the main page of this website if you have questions.
Please be sure to return your signed contracts and student information sheets by this Friday. Also, don't forget that Chapter 2 is due Thursday and Chapter 3 on Friday. Review your Silas Deane reading selection from the summer assignment tonight to be prepared for tomorrow's discussion!
We have two semesters worth of college level course work to wrestle with in one high school semester, so this class can be challenging. Remember, we are always here to help you, support you, and encourage you. If you ever have questions or need direction, please seek us out and we will be more than happy to work with you.
A few notes that will help you be successful in this class:
Please let us know if you have any questions or concerns as we get started with the Spring 2019 Semester. See everyone tomorrow!
As we gear up for the change over to another semester at GHHS, We want to take a minute to bid farewell to our Fall 2018 students and to welcome our incoming Spring 2019 class! We are excited to get started with you as we explore the meaning of history, develop the skills of historians, and wrestle with some of the big questions of America's past and present.
Please remember that your summer assignments are due on the first day of class, along with the academic contracts signed by you and your parents. You can find these materials on the Summer Assignment page of this website or by clicking HERE. Also, please remember that we will start the semester with an assessment over the Chapter 1 portion of the summer assignment on the first day of class!
Once again, we are excited to have you joining us for APUSH this semester! If you have any questions, please feel free to stop by our rooms or shoot us an email.