American History I Unit 2: Guided Notes “Colonial Life and the Road to Revolution” 2.1: The effects of Mercantilism, Restoration, Glorious Revolution, and Salutary Neglect 1. Provide three details about Mercantilism a. Basic – Describe – What type of system was mercantilism? b. Intermediate – Explain – What was the intended outcome of mercantilism? c. High-Level – Analyze – Who actually benefited from mercantilism the most? 2. Provide three details about the Navigation Acts a. Basic – Describe – What were the Navigation Acts? b. Intermediate – Explain – What were the Navigation Acts intended to preserve? c. High-Level – Analyze – How did Continental (Colonial) merchants feel about the Navigation Acts? 3. Provide three details for how the Restoration began stirring discontent in New England: a. Basic – Describe – What was the Restoration? b. Intermediate – Explain – Why would the Puritans have naturally been upset by the Restoration? Who was in charge during the Parliamentary Period in England? c. High-Level – Analyze – What was the British reaction to discontent in New England? Did that solve the problem? 4. Provide three details about the Glorious Revolution: a. Basic – Describe – What resulted in England from the Glorious Revolution? b. Intermediate – Explain – Why would New England have viewed the Glorious Revolution in England as a “victory” for them? c. High-Level – Analyze – What did the New Englanders do in response to “their” victory in the Glorious Revolution? 5. Provide three details about the policy of Salutary Neglect: a. Basic – Describe – What does the term salutary neglect mean? b. Intermediate – Explain – What was the main obstacle to the British enforcing their laws in America (there are two big ones that you can use, one of which we have foreshadowed since the signing of the Mayflower Compact)?
Transcript
American History IUnit 2: Guided Notes“Colonial Life and the Road to Revolution”
2.1: The effects of Mercantilism, Restoration, Glorious Revolution, and Salutary Neglect
1. Provide three details about Mercantilisma. Basic – Describe – What type of system was mercantilism?
b. Intermediate – Explain – What was the intended outcome of mercantilism?
c. High-Level – Analyze – Who actually benefited from mercantilism the most?
2. Provide three details about the Navigation Actsa. Basic – Describe – What were the Navigation Acts?
b. Intermediate – Explain – What were the Navigation Acts intended to preserve?
c. High-Level – Analyze – How did Continental (Colonial) merchants feel about the Navigation Acts?
3. Provide three details for how the Restoration began stirring discontent in New England:a. Basic – Describe – What was the Restoration?
b. Intermediate – Explain – Why would the Puritans have naturally been upset by the Restoration? Who was in charge during the Parliamentary Period in England?
c. High-Level – Analyze – What was the British reaction to discontent in New England? Did that solve the problem?
4. Provide three details about the Glorious Revolution:a. Basic – Describe – What resulted in England from the Glorious Revolution?
b. Intermediate – Explain – Why would New England have viewed the Glorious Revolution in England as a “victory” for them?
c. High-Level – Analyze – What did the New Englanders do in response to “their” victory in the Glorious Revolution?
5. Provide three details about the policy of Salutary Neglect:a. Basic – Describe – What does the term salutary neglect mean?
b. Intermediate – Explain – What was the main obstacle to the British enforcing their laws in America (there are two big ones that you can use, one of which we have foreshadowed since the signing of the Mayflower Compact)?
c. High-Level – Analyze – What do you think will be the Colonial reaction when Britain cracks down on its laws?
6. Provide three details about the beginnings of “Colonial Government”:a. Basic – Describe – What did most colonists, especially in New England, view as their most basic right?
b. Intermediate – Explain – Why was the Governor’s power limited in the Colonies? (This will change later)
c. High Level – Analyze – The memory of what event scarred many of the subsequent Governors from trying to grab more power for themselves in the Colonies?
Unit 2.1 Vocabulary Guide:___________________________ 1. Economic system that based a nation’s power and status on its
wealth and the size of its imperial possessions.___________________________ 2. Economic condition that means a nation is exporting (making
money) more than it is importing (spending money).___________________________ 3. Set of laws that enforced the mercantilist relationship between
England and the American Colonies.___________________________ 4. Made King of England as the result of the Restoration, he began
the process of tightening control of the American Colonies.___________________________ 5. Controversial Governor of the Dominion of New England, his
tactics angered many Colonists.___________________________ 6. Term that describes the deposing (removal from the throne) of
James II and the installation of William and Mary as co-rulers.___________________________ 7. The main result of the Glorious Revolution, it turned over the
majority of actual power in England to Parliament.___________________________ 8. Policy of indifference followed by Parliament during the Glorious
Revolution, from which the Colonies profited greatly.___________________________ 9. One of the initial efforts to unify the American Colonies, at least a
portion of them, it would run internal affairs and colonial defense.___________________________ 10. Created by Parliament to regulate the affairs of the American
Colonies.___________________________ 11. Viewed as a basic right of citizenship by most American colonists.___________________________ 12. Modeled after Parliament, most American elected assemblies had
two houses (an upper and lower).
Unit 2: Daily Activities
Five Word Review:
Terms (by how you ________________________ ________________________ ________________________
chose to group them: ________________________ ________________________
Instructions: Take the following quote and re-write it in your own words then do your best to draw a visual representation of that
quote in the space provided.
Quote:
Yet into this sheepfold, into this land of meek outcasts there came some Spaniards who immediately behaved like ravening
wild beasts, wolves, tigers, or lions that had been starved for many days. And Spaniards have behaved in no other way
during the past forty years, down to the present time, for they are still acting like ravening beasts, killing, terrorizing,
afflicting, torturing, and destroying the native peoples, doing all this with the strangest and most varied new methods of
cruelty, never seen or heard of before, and to such a degree that this Island of Hispaniola once so populous (having a
population that I estimated to be more than three million), has now a population of barely two hundred persons.
Rewrite the quote into your own words:
Visual Representation:
Unit 2.Guided Notes
2.2: Diverse Regional Economies
7. Fill in the following chart with the characteristics of the Northern and Southern Economies
Northern Economy Southern EconomyTypes of Farming: Types of Farming:
Types of Industry: Types of Industry:
Emphasis on Trade: Emphasis on Trade:
Slavery: Slavery:
Unit 2.2 Vocabulary Guide
___________________________ 13. Small family farms that produced just enough for the family to survive with maybe some surplus to trade locally.
___________________________ 14. Term describing the North Atlantic Trade Routes over which Rum, Molasses, and Slaves were traded.
___________________________ 15. Agricultural produce that is meant mainly for trade and export, such as tobacco, rice, indigo, and later cotton.
___________________________ 16. Because of the perceived economic benefits of slavery it was viewed as a _____ even by some who were morally opposed to it.
___________________________ 17. Slave rebellion in South Carolina encouraged by the Spanish in Florida as a potential catalyst for invasion of British Colonies.
___________________________ 18. Sign of the emergence of African American culture in South Carolina, it was a blended language and shared slave culture.
Unit 2: Daily Activities
Five Word Review:
Terms (by how you ________________________ ________________________ ________________________
chose to group them: ________________________ ________________________
Instructions: Take the following quote and re-write it in your own words then do your best to draw a visual representation of that quote in the space provided.
Quote:
by these presents solemnly and mutually, in the presence of God, and one of another, covenant and combine our selves together into a civil body politic, for our better ordering and preservation and furtherance of the ends aforesaid; and by virtue hereof to enact, constitute, and frame such just and equal laws, ordinances, acts, constitutions and offices, from time to time, as shall be thought most meet and convenient for the general good of the Colony, unto which we promise all due submission and obedience
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Visual Representation:
Unit 2.3 Guided Notes
2.3: The Enlightenment and Great Awakening
8. Provide three details about the Enlightenment:a. Basic – Describe – What was the Enlightenment?
b. Intermediate – Explain – How did the Enlightenment begin to change how we see the role of Government and its relationship to “the people”?
c. High Level – Analyze – How might we relate the Enlightenment to the Protestant Reformation? Who made up most of the American population at this time?
9. Fill in the chart with the various Enlightenment thinkers, both European and American:
John Locke Montesquieu Rousseau Benjamin Franklin Thomas Jefferson
10. Provide three details about the Great Awakening:a. Basic – Describe – What was the Great Awakening?
b. Intermediate – Explain – How did the Great Awakening, building off the Protestant Reformation, propose to change the structure of the Church?
c. High Level – Analyze – If we are proposing to change how we view the Church, its leadership, and our relationship with God, what next?
11. Fill in the following chart describing “life in the colonies”:
The arrival of the Scotch-Irish Life in the Cities Colonial Communication
Unit 2.3 Vocabulary Guide
___________________________ 19. Established the concepts of inalienable rights and a social contractin Two Treatises of Government.
___________________________ 20. Established the concept of a Representative democracy based on separation of powers.
___________________________ 21. Religious Revival sparked by fears that increased consumerism was eroding traditional American spiritual values.
___________________________ 22. Puritan minister that demanded repentance and stressed the agony of an eternity in Hell to Colonial audiences.
___________________________ 23. Methodist minister who used his powerful voice and oratory skillsto inspire increased church attendance and spiritual renewal.
__________________________ 24. Most prominent non-English colonial population, they hated the English and fueled Revolutionary sentiment.
__________________________ 25. American most associated with the Enlightenment, he would laterbe appointed the first Postmaster General.
__________________________ 26. Arrested for criticizing the Governor of New York, he struck the first blow for Freedom of the Press in America.
Unit 2: Daily Activities
Five Word Review:
Terms (by how you ________________________ ________________________ ________________________
chose to group them: ________________________ ________________________
Instructions: Take the following quote and re-write it in your own words then do your best to draw a visual representation of that quote in the space provided.
Quote:
henceforth uppon any occasion of Offence or otherwise in a reproachful manner or Way declare call or denominate any person or persons whatsoever inhabiting, residing, traffiqueing, trading or comerceing within this Province or within any the Ports, Harbors, Creeks or Havens to the same belonging an heritick, Scismatick, Idolator, puritan, Independant, Prespiterian popish prest, Jesuite, Jesuited papist, Lutheran, Calvenist, Anabaptist, Brownist, Antinomian, Barrowist, Roundhead, Separatist, or any other name or terme in a reproachfull manner relating to matter of Religion shall for every such Offence forfeit and loose the somme of tenne shillings sterling or the value thereof to bee levyed on the goods and chattells of every such Offender and Offenders, the one half thereof to be forfeited and paid unto the person and persons of whom such reproachfull words are or shalbe spoken or uttered, and the other half thereof to the Lord Proprietary and his heires Lords and Proprietaries of this Province. But if such person or persons who shall at any time utter or speake any such reproachfull words or Language shall not have Goods or Chattells sufficient and overt within this Province to bee taken to satisfie the penalty aforesaid or that the same bee not otherwise speedily satisfyed, that then the person or persons soe offending shalbe publickly whipt, and shall suffer imprisonment without baile or maineprise [bail] untill hee, shee or they respectively shall satisfy the party soe offended or greived by such reproachfull Language by asking him or her respectively forgivenes publiquely
Rewrite the quote into your own words:
Visual Representation:
Unit 2.4 Guided Notes
2.4: The French and Indian War and growing conflict in the Colonies:
12. Fill in the following chart for issues related to the French and Indian War:
Causes Native Americans Impact on unifying the Colonies
13. Fill in the following chart with major turning points in the French and Indian War:
Appointment of William Pitt Capture of Fort Duquesne Fall of Quebec Treaty of Paris of 1763
14. Complete the following Venn Diagram dealing with the long term ramifications of the French and Indian War:
Pontiac’s Rebellion
Proclamation of 1763
New Taxes imposed by Parliament
X
X X
15. Fill in the following Chart with details about the Boston Massacre and Boston Tea Party:
Boston Massacre Boston Tea Party
Unit 2.4 Vocabulary Guide:
__________________________ 27. The larger European War of which the French and Indian War was the part that was fought in North America.
__________________________ 28. Key French fort that blocked British expansion into the Ohio RiverValley and would be the spark of the French and Indian War.
__________________________ 29. Key Native American Confederation that were allies of the Britishduring the French and Indian War.
_________________________ 30. First real step toward Colonial unity, it was proposed by Ben Franklin.
_________________________ 31. British Secretary of State who began the process of winning the French and Indian War, but began irritating Colonials as well.
_________________________ 32. His capture of Fort Duquesne would establish a military reputation that would make him commander of the Continental Army during the Revolution.
_________________________ 33. Treaty that ended the French and Indian War._________________________ 34. Native American revolt in the Ohio River Valley that caused the
British to ban Colonial expansion west of the Appalachians._________________________ 35. Declaration by Parliament that banned the westward expansion
of the American Colonies, it was widely ignored ._________________________ 36. Region rich in fur trade that would become a source of tension
between Parliament and the Colonials over westward expansion_________________________ 37. First in a series of new taxes placed on the Colonies to help pay
for the French and Indian War._________________________ 38. Slogan that began with the Sugar Act and would become the
theme of American Colonial opposition to Parliaments authority._________________________ 39. Caused both peaceful protests (boycotts of British protests) and
violent threats against tax collectors (tar and feathering)._________________________ 40. Term that describes the boycott of British products that stemmed
from protests against the Stamp Act (would result in its repeal)._________________________ 41. Met to prepare a response to the imposition of the Stamp Act,
they proposed a boycott on British products._________________________ 42. Part of the Townsend Acts, they authorized searches of Colonial
homes without a warrant to deter smuggling._________________________ 43. Given a monopoly on the Tea trade in the American Colonies, put
American tea merchants in jeopardy of losing their jobs._________________________ 44. Confrontation between American dockworkers and British
Soldiers that became the “point of no return” for revolution._________________________ 45. The Sons of Liberty boarded British ships and dumped their cargo
of tea into Boston Harbor prompting a strong English response._________________________ 46. Revolutionary group led by Samuel Adams that worked to gain
support for independence from Britain. Often resorted to violence_________________________ 47. Set of British laws passed with the intent of crushing the spirit of
rebellion in Massachusetts and sending a message to the rest.
Unit 2: Daily Activities
Five Word Review:
Terms (by how you ________________________ ________________________ ________________________
chose to group them: ________________________ ________________________
Instructions: Take the following quote and re-write it in your own words then do your best to draw a visual representation of that quote in the space provided.
Quote:
“The colonizers brought along plants and animals new to the Americas, some by design and others by accident. Determined to farm in a European manner, the colonists introduced their domesticated livestock—honeybees, pigs, horses, mules, sheep, and cattle—and their domesticated plants, including wheat, barley, rye, oats, grasses, and grapevines. But the colonists also inadvertently carried pathogens, weeds, and rats. . . . In sum, the remaking of the Americas was a team effort by a set of interdependent species led and partially managed (but never fully controlled) by European people.”
Rewrite the quote into your own words:
Visual Representation:
Unit 2.5 Guided Notes
2.5: Road to Revolution
16. Fill in the following Venn Diagram providing details for the First and Second Continental Congresses:
17. Fill in the following Chart with important pre-Declaration of Independence documents expressing the desire to break from England:
Suffolk Resolves Declaration of the Causes and Necessity of Taking up Arms
Olive Branch Petition Common Sense Virginia Declaration of Rights
18. Fill in the following Chart with important events leading up to the Declaration of Independence:
Forming Militias Lexington and Concord Fort Ticonderoga Bunker Hill
First Continental Congress Second Continental Congress
19. Provide three important details about the Declaration of Independence:a. Basic – Describe – What did the Colonies stand to gain from Declaring Independence?
b. Intermediate – Explain – What did the Majority of the Declaration of Independence consist of?
c. High Level – Analyze – Is this document, and its language regarding “All men are created equal”, tainted by your knowledge that the framer was a slave owner?
Unit 2.5 Vocabulary Guide:
_________________________ 48. Meeting of Colonial delegates that drafted the Declaration ofRights in response to the Intolerable Acts.
_________________________ 49. Demanded the recall of British troops, the repeal of recent new taxes, and repeal of the Intolerable Acts.
_________________________ 50. Name given to Colonial militia that were to be ready to respond to British aggression on a minute’s notice.
_________________________ 51. “The shot heard round the world”, this event usually marks the beginning of the Revolutionary War even though we had not declared independence yet.
_________________________ 52. Second meeting of colonial delegates that raised a ContinentalArmy, named George Washington commander of it, and rejectedParliament’s right to tax the Colonies.
_________________________ 53. Explained why the Colonists were at war with the British._________________________ 54. Last attempt at peace with the British, was rejected by the King_________________________ 55. This Colonial “victory” showed that the British could be beaten,
inspired many Colonists to join the Continental Army_________________________ 56. Pamphlet written by Thomas Paine that made the case for a
Declaration of Independence._________________________ 57. Declared that the Colonies should declare independence, seek out
foreign allies, and create a plan for unification._________________________ 58. Drafted by Thomas Jefferson, influenced heavily by John Locke, it
detailed the reasons why the American Colonies desired self-rule_________________________ 59. Those who remained loyal to the King, many lost everything as a
result of the Revolution and were even forced to leave the country
_________________________ 60. Those who supported the revolution
Unit 2: Daily Activities
Five Word Review:
Terms (by how you ________________________ ________________________ ________________________
chose to group them: ________________________ ________________________
Instructions: Take the following quote and re-write it in your own words then do your best to draw a visual representation of that quote in the space provided.
Quote:
The Lord will be our God, and delight to dwell among us, as His own people, and will command a blessing upon us in all our ways, so that we shall see much more of His wisdom, power, goodness and truth, than formerly we have been acquainted with. We shall find that the God of Israel is among us, when ten of us shall be able to resist a thousand of our enemies; when He shall make us a praise and glory that men shall say of succeeding plantations, "may the Lord make it like that of New England." For we must consider that we shall be as a city upon a hill. The eyes of all people are upon us. So that if we shall deal falsely with our God in this work we have undertaken, and so cause Him to withdraw His present help from us, we shall be made a story and a by-word through the world. We shall open the mouths of enemies to speak evil of the ways of God, and all professors for God's sake. We shall shame the faces of many of God's worthy servants, and cause their prayers to be turned into curses upon us till we be consumed out of the good land whither we are going.
Rewrite the quote into your own words:
Visual Representation:
Unit 2: Small Group Activity
Assignment:
Pick a song and change the lyrics to fit a “break-up song” between the American Colonies and Great Britain (England). You can pick your own song and make it work, just print the lyrics to turn in with your song.
You must fill in the score card as we play the Baseball game in class.
1. Fill in the “Batting Order” for you team in the spaces under Name
2. In the open space to the left of the diamond fill in what type of hit was possible (1B, 2B, 3B, HR, or your team used a walk [BB]
3. Also in the open space to the left of the diamond mark whether there was an offensive challenge (OC) or defensive challenge (DC) used on the play.
4. Use the diamond on the right to track each person’s path around the bases, if a person scores fill in the diamond so that it appears solid.
5. To the right of the diamond mark an “X” if the person made an out and the number out that it is(X1, X2, or X3)
6. When a player makes the 3rd out of an inning mark a diagonal line in the bottom right corner of their at-bat to show where this inning stopped and the next one starts.
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Unit 2 Clip Summaries (Classwork)
Write down five “impressions” from each of the clips shown in the Presentation on Goal 1: “Exploration and Colonization”o People, Places, Things that you think are importanto Interesting “turns of events” that you think are uniqueo Observations about lifestyles, hardships faced, environment, etc
What was the French and Indian War; History (3:24)o _______________________________________________
The Proclamation Line of 1763 Explained: US History Review (7:55)o _______________________________________________o _______________________________________________o _______________________________________________
The Boston Tea Party Song (Parody of Pharrell Williams – Happy) (1:45)o _______________________________________________
Kentucky Rifle vs. Brown Bess Musket with R. Lee Ermey (9:05) o _______________________________________________o _______________________________________________o _______________________________________________
The Battle of Lexington: The American Revolution (2:39)o _______________________________________________
Battle of Concord; History by Mr. T (4:57)o _______________________________________________
History Brief: Ticonderoga and the Battle of Bunker Hill (5:05)o _______________________________________________o _______________________________________________o _______________________________________________
Common Sense explained: US History Review (6 minutes)o _______________________________________________o _______________________________________________o _______________________________________________
King George’s response to the Olive Branch Petition read by John Hancock (4 minutes)o _______________________________________________
America the Story of Us: Declaration of Independence (4 minutes)o _______________________________________________
Declaration of Independence – Remember this. Great Video (8 minutes)o _______________________________________________o _______________________________________________o _______________________________________________
Paul Harvey The Signers of the Declaration of Independence (8:42)o _______________________________________________o _______________________________________________o _______________________________________________
Too Late to Apologize – A Declaration (4 minutes)o _______________________________________________
Unit 2 Clip Summaries (Homework)
A. Crash Course US History #4: The Quakers, the Dutch, and the Ladies (12 minutes)a. Libertage: _______________________________________________b. Thought Bubble: _______________________________________________c. Mystery Document: _______________________________________________d. Main Idea: _______________________________________________e. Final Thought: _______________________________________________
B. Crash Course US History #5: The Seven Years War and the Great Awakening (11 minutes)a. Libertage: _______________________________________________b. Thought Bubble: _______________________________________________c. Mystery Document: _______________________________________________d. Main Idea: _______________________________________________e. Final Thought: _______________________________________________
C. Crash Course US History #6: Taxes and Smuggling – Prelude to Revolution (13 minutes)a. Libertage: _______________________________________________b. Thought Bubble: _______________________________________________c. Mystery Document: _______________________________________________d. Main Idea: _______________________________________________e. Final Thought: _______________________________________________
Unit 2 Short Answer Essential Questions (Homework)
1. In what ways did the Mercantilist system create colonial discontent?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. In what ways were the economies of the North and South different? Would that have future implications?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. How did the “Revolutions” of thought like the Enlightenment, Great Awakening, and Scientific Revolution lead to changes in how we view the role of government?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. How can the French and Indian War be considered the first long-term cause for the American Revolution?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5. In what ways did Pontiac’s Rebellion, The Proclamation of 1763, and new taxes cause tension between the American Colonies and Great Britain?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
6. How was the idea of Independence shared in various documents leading up to the Declaration?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
7. Why declare Independence? What did the Colonies have to gain?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
8. In what ways was the Declaration of Independence both a short-term failure and long-term success?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Unit 2 (From the Unit 1 Test) Test Corrections
1. Provide a description of the document used to produce the questions.2. Copy the Question you missed in the space provided for it3. Copy the Correct answer twice
