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Lesson Plans
The American Journey: A History of the United States ©2000
by David Goldfield, Carl Abbott, Virginia DeJohn Anderson, Jo Ann E. Argersinger, Peter H. Argersinger, William L. Barney, Robert M. Weir
Focus Lesson 2
Chapter 2: "Transplantation, 1600–1685"
Chapter 3: "The Creation of New Worlds"
AP* Course Description
- Discovery and Settlement of the New World, 1492–1650
- French exploration
- First English settlements
- Jamestown
- Plymouth
- America and the British Empire, 1650–1754
- Chesapeake country
- Growth of New England
- Restoration colonies
- Colonial Society
- Social structure
- Family
- Farm and town life; the economy
- New Immigrants
- Social structure
Key Components
- Instructor's Manual:
Chapter 2, pp. 22–27
Chapter 3, pp. 28–32 - Study Guide, Vol. I to 1877:
Chapter 2, pp. 10–17
Chapter 3, pp. 18–24 - Test Item File:
Chapter 2, pp. 14–26
Chapter 3, pp. 27–39
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.
- National Geographic: Salem Witchcraft Hysteria
- Magna Carta manuscript
- University of Virginia's William Penn site
- University of Georgia: African Americans in history
- Yale Law School: The Avalon Project: 18th Century Documents
Key Words and Terms
Chapter 2
- John Smith
- John Locke
- indentured servants
- Anglican Church
- joint-stock company
- proprietary colony
- Fundamental Orders of Connecticut
- Mayflower Compact
- General Court
Chapter 3
- slaves codes
- Middle Passage
- creoles
- encomienda
Suggested Pacing
Chapters 2 and 3 may be combined in order to advance quickly through the first few chapters and the earliest periods of U.S. history. Allow one week to teach these two chapters.
Test Strategy
As practice for the DBQ and for visual-stimuli multiple-choice questions, students need to analyze information from different sources. Assist them by discussing the charts, graphs, and maps that are found in Chapters 1 through 3. Initiate the development of critical thinking skills by discussing the colonies' strengths and weaknesses in relation to location.
Key Concepts
- Restoration colonies
The Restoration colonies are so-named because they were established after the Stuarts were returned to the throne in 1660. The first of these was Carolina, granted by Charles II in 1663 to a group of proprietors who had supported him. In 1664, the English captured New Netherlands and Charles gave it to his brother James, the Duke of York, who renamed it New York. James split off New Jersey and gave it, in turn, to some of his supporters. In 1681, Charles gave William Penn the charter to what Penn called Pennsylvania, in payment of a debt to Penn's father. - Africans as slaves
The slave trade that brought Africans across the Atlantic to work the sugar plantations of the Caribbean and the rice and indigo, and later cotton, plantations of the South began soon after European exploration of the Western Hemisphere. By 1800, Europeans in the Americas were outnumbered by Africans by a margin of six-to-one. No one knows for sure how many Africans were sold into bondage, but estimates range from 10 million to as high as 50 million. Students should be aware that while roughly one-in-twenty Africans were shipped to what became the United States, a thriving trade in Africans also existed in the British Caribbean and on the mainland of Central and South America, especially Brazil. The slave trade began in the Caribbean.
Summing Up Student Understanding
After reading Chapter 2, students should be able to complete the following table. They should fill in the colonies in the order of their establishment.
| English Colonies in North America in the Seventeenth Century | ||||
|---|---|---|---|---|
| Colony | Location | Type of Colony | Economic Activity | Religion |
At this time, introduce students to the essay writing process and the time limits for writing the essays in Section II of the AP* exam. Inform students that during the real exam creating a chart like the one they have just completed will help them in listing relevant information to serve as the basis for their essay. They should spend about five minutes making such a chart/list during the real exam.
Then introduce the following essay prompt and have students spend three minutes writing only the thesis statement for their essay based on the completed table. After a few volunteers have shared their thesis statements, have the class together write an introductory paragraph using information from the table and one student's thesis statement.
Although New England and the Chesapeake region were both settled by people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur?
NOTE: Remind students to keep this chart to use for their semester review and for reviewing for the AP* exam in the spring.
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: Vol. I to 1877, edited by Roberts and Olson (secondary source readings)—Part One and Part Two