Given the changing nature of the Internet, you may wish to preview these sites. Always check for updated links to U.S. history sites.

• Museum of African Slavery
• North American Slave Narratives
• African Americans in History
• Online Data Archive: Slave Movement During the Eighteenth and Nineteenth Centuries
• National Geographic: Salem Witch Hysteria (interactive feature)
• Salem Witch Trials
• The Avalon Project: 18th Century Documents

• Benjamin Franklin—A Documentary History

Chapter 3

Chapter 4

Allow one-and-a-half weeks to teach Chapters 3 and 4.

Reading visuals and relating information is an important part of the AP* U.S. history exam. Although visuals make up a small number of questions, these should be questions that students never miss answering correctly. To provide practice, have students read the graph, map, and table on p. 68 and the graph on p. 70. The latter graph gives the percentage of Africans as a percentage of the total population in the British colonies between 1650 and 1770. Incorporate the information from these tables into class discussions and chapter review activities to reinforce students' analytical skills.

Chapter 3 deals with conflicts in the years between 1675 and 1715 and their effects on the developing British colonies:

• King Philip's War (also known as Metacomet's War) to subdue Native Americans in New England, a continuation of a process begun in the Pequot War
• Bacon's Rebellion on the Virginia frontier that involved colonists against Native Americans and colonists against colonists
• Conflict over the actions of Sir Edmund Andros and the new Dominion of New England, which resulted in Andros's ouster
• Queen Anne's War to ensure the ascendancy of Great Britain and the decline in world power of Spain, France, and the Netherlands

A second major theme in Chapter 3 is the transition of Africans from indentured servants to slaves.

Chapter 4 describes the development of distinct regional societies within the original British colonies: the small farming culture of the North, the plantation life of the South based on slave labor, and the frontier life in the backcountry. Against this was the developing culture of colonial cities with a highly differentiated class structure and "new commercial values."

Chapter 4 also discusses the Great Awakening not simply as a religious phenomenon but one with political undertones. The chapter is important for its stress on "the fluidity of American society itself . . . as a prelude to the events of the 1770s."

The "Practice in Historical Thinking" in the Study Guide, pp. 19 and 24, as well as pp. 47–49 and 63–65 in the Test Bank, have several suggestions for essays.

For example:

At this time, introduce students to the essay writing process and the time limits for writing the essays in Section II of the test. To simulate the test conditions, give students five minutes to list all the information they can think of that will help them write an essay based on the prompt you choose. Then have students spend five minutes writing only the thesis statement for an essay based on their list of information. After volunteers have shared their thesis statements, have the entire class write the one introductory paragraph together, using information from various students' lists.

You might also find these additional readings useful in developing students' background knowledge or for DBQ activities: