Course Content
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Lesson Plans
Out of Many: A History of the American People ©2000
by Faragher, Buhle, Czitrom, and Armitage
Focus Lesson 1
Chapter 1: "A Continent of Villages, to 1500"
Chapter 2: "When Worlds Collide, 1492–1590"
Chapter 3: "Planting Colonies in North America, 1588–1701"
AP* Course Description
- Discovery and Settlement of the New World, 1492–1650
- Europe in the sixteenth century
- Spanish, English, and French exploration
- First English settlements
- Jamestown
- Plymouth
- Spanish and French settlements and long-term influence
- American Indians
- America and the British Empire, 1650–1754
- Chesapeake country
- Growth of New England
- Restoration colonies
Key Components
- Instructor's Manual:
Chapter 1, pp. 1–5
Chapter 2, pp. 6–11
Chapter 3, pp. 11–15 - Study Guide, Vol. I to 1877:
Chapter 1, pp. 1–10
Chapter 2, pp. 11–18
Chapter 3, pp. 19–27 - Documents Set, Vol. I to 1877:
Chapter 1, pp. 1–12
Chapter 2, pp. 13–24
Chapter 3, pp. 25–38 - Test Item File:
Chapter 1, pp. 1–10
Chapter 2, pp. 11–18
Chapter 3, pp. 19–26
Key Web Sites
Given the changing nature of the Internet, you may wish to preview these sites. Always check PHSchool.com for updated links to U.S. history sites.
- Mission Churches of the Sonoran Desert
- Salem Witchcraft Hysteria
- Magna Carta
- University of Virginia's William Penn site
Key Words and Terms
Chapter 2
- Crusades
- Renaissance
- Treaty of Tordesillas
- Roanoke
Chapter 3
- New Mexico
- New France
- Jamestown
- Mayflower Compact
- Fundamental Orders of Council
- Act of Toleration
- Act of Trade and Navigation
- Bacon's Rebellion
- Glorious Revolution
- King William's War
- English Board of Trade
Suggested Pacing
In order to complete Advanced Placement* United States history course coverage in time for the test in May, it may be necessary to combine chapters. Given that only about 16 percent of the multiple-choice questions deal with the period before 1789, the most beneficial compacting may be in the early chapters. If possible, assign Chapter 1 as summer reading and teach it and Chapters 2 and 3 in the first three weeks of the fall semester.
Test Strategy
As practice for the DBQ and the visual-stimuli questions, it is imperative that students analyze information from different sources. Assist them by discussing the charts, graphs, and maps that are found in Chapters 1 through 3. Initiate critical thinking skills development by discussing the colonies' strengths and weaknesses in relation to location.
Key Concepts
- An understanding of historical analysis
Understanding how historians work and the significance of analytical skills to their work is an important concept for students to learn and emulate in this course. AP* United States history students should be developing their critical thinking skills by reading documents, charts, graphs, political cartoons, and textbooks with speculation. This concept of analyzing what they read should be developed from the first day of class. The practical payoff is that it will help them to write effective—well-reasoned—essays for Section II of the AP* exam. - Using visual stimuli
Throughout Out of Many, students will find a variety of visual stimuli. Students should be reading—not just looking at—the many tables, graphs, photographs, and cartoons for information that they then use in class discussions and essays. In addition to enriching their study of U.S. history, these visuals provide students with practice in analyzing graphics for the DBQ.
Summing Up Student Understanding
By the completion of Chapters 1, 2, and 3, students should be able to begin evaluating, analyzing, and critically investigating and interpreting writings and images with at least a minimal level of sophistication. To aid in this development process, refer to p. 182 of the Instructor's Manual, "Teaching with Documents." Have students complete the "Introductory Exercise: Written Document Analysis Worksheet" on pp. 184–185 as they read documents during the course of the year.
ADDITIONAL RESOURCES
You might also find these additional readings useful in developing students' background knowledge or for DBQ activities:
- American Issues: Vol. I to 1877, edited by Unger and Tomes—Chapters 1, 2, 3, and 4
- The Power of Words: Vol. I to 1877, edited by Breen—Chapters 1, 2, 3, and 4
- Constructing the American Past, Vol. I, edited by Gorn, Roberts, and Bilhartz—Chapters 1, 2, and 3
- American Experiences: Volume I to 1877, edited by Roberts and Olson (secondary source readings)—Part One and Part Two