AP USA HISTORY
(SECONDARY)
ESSENTIAL UNIT 1 (E01)
(Transformations of North America the Atlantic World: 1450-1763)
(July 2015)
Unit Statement: The student will examine the changes that occurred on the North American continent as Native American Indians interacted with Europeans and Africans thus leading to the emergence of distinct colonial and native societies.
Essential Outcomes: (must be assessed for mastery)
- The Student Will identify adaptations and transformations to the environments of native Americans as a result of migration and settlements. (AP Course Outline Key Concept {APCOKC} 1.1)
- TSW describe demographic and social changes that arose on both sides of the Atlantic as a result of the Columbian Exchange. (APCOKC 1.2)
- TSW compare the social, political, and economic motivations of Europeans as they began their quest to build empires in the Western hemisphere. (APCOKC 1.2)
- TSW analyze changes in European views of social, political, and economic relationships among white and nonwhite peoples due to expansion and contact. (APCOKC 1.3)
- TSW describe the methods of political and cultural autonomy of native peoples and Africans in the face of European challenges to their independence and core beliefs. (APCOKC 1.3)
- TSW compare various social and economic goals, cultural assumptions, and folkways of 17th century Spanish, Dutch, French, and British colonizers. (APCOKC 2.1)
- TSW outline the development of the British-American system of slavery and other labor systems that developed in colonial America. (APCOKC 2.1)
- TSW compare the development of the British American colonial regions. (APCOKC 2.1)
- TSW outline the conflicts that arose between European rivals and native peoples as they struggled to control resources in North America. (APCOKC 2.2)
- TSW analyze the cultural changes that developed as a result of clashes between Europeans and American Indians. (APCOKC 2.2)
- TSW outline the expansion of social networks and the stimulation of economic growth that resulted from the interactions between Europeans, Africans, and American native peoples. (APCOKC Concept 2.2)
- TSW delineate the continuities and changes within the relationship between Britain and its North American colonies as internal challenges and external competition grew. (APCOKC 2.3)
- TSW analyze continuities and changes in American identity, work, politics, environment, ideas, the peopling of and its role in the world over time. (AP Course Outline Themes)
Practiced/ Ongoing Skills:(not assessed)
- The Student Will adopt the habits of mind that historians use when they approach the past in a critical way.
- Compare causes and/or effects, including between short and long term effects.
- Analyze and evaluate the interaction of multiple cause and/or effects.
- Assess historical contingency by distinguishing among coincidence, causation, and correlation as well as critiquing interpretations of cause and effect.
- Analyze and evaluate historical patterns of continuity and change over time.
- Connect patterns of continuity and change over time to larger historical processes or themes.
- Explain ways that historical events and processes can be organized within blocks of time.
- Analyze and evaluate competing models of periodization of US history.
- Compare related historical developments and processes across place, time, and/or different societies or within one society.
- Explain and evaluate multiple and differing perspectives on a given historical phenomenon.
- Explain and evaluate ways in which specific historical phenomenon, event or process connect to broader regional, national or global processes occurring at the same time.
- Explain and evaluate ways in which a phenomenon, event or process connects to other, similar historical phenomena across time and place.
- TSW describe the skills used by historians when they construct and test historical arguments about the past.
- Analyze commonly accepted historical arguments and explain how an argument has been constructed from historical evidence.
- Construct convincing interpretations through analysis of disparate, relevant, historical evidence.
- Evaluate and synthesize conflicting historical evidence to construct persuasive historical arguments.
- Analyze features of historical evidence such as audience, purpose, point of view, format, argument, limitations, and context germane to the evidence considered,
- Based on analysis and evaluation of historical evidence, make supportable inferences and draw appropriate conclusions.
- Analyze diverse historical interpretations.
- Evaluate how historian’s perspectives influence their interpretations and how models of historical interpretation change over time.
- Combine disparate, sometimes contradictory evidence from primary sources and secondary works in order to create a persuasive understanding of the past.
- Apply insights about the past to other historical contexts or circumstances, including the present.
- TSW initiate and participate effectively in a range of collaborative discussions.
- TSWexplain purpose, point of view, and the value and limitations of primary source documents.
- TSWdevelop and strengthen essay writing skills.
- Student writing should include the development of thesis or argument supported by an analysis of specific, relevant historical evidence.
Key Terms and Concepts:
Tribute / Matriarchal / Animists / Chattel slavery / Neo-EuropesPatriarchal / Primogeniture / Peasants / Encomienda / Columbian Exchange
Republics / Civic humanism / Renaissance / Outwork / Mercantilism
Guilds / Christianity / Heresies / Royal colony / House of Burgesses
Crusades / Predestination / Reformation / Freeholds / Headright System
Trans-Saharan Trade / Reconquista / Pilgrims / Puritans / Indentured Servitude
Toleration / Covenant of work / Covenant of grace / Town meeting / Joint stock company
Proprietorship / Quakers / Navigation Acts / Glorious Revolution / Dominion of New England
Constitutional monarchy / Second Hundred Years War / Tribalization / Covenant Chain / South Atlantic System
Middle Passage / Stono Rebellion / Gentility / Salutary neglect / Patronage
Land banks / Tenancy / Competency / Squatters / Household mode of production
Redemptioner / Enlightenment / Pietism / Natural rights / Deism
Revival / Old Lights / New Lights / Consumer revolution / regulators
Suggested Materials:
America’s History AP Edition: Chapters 1-4
A People’s History of the United States: Howard Zinn; Chapters 1-3
A Patriot’s History of the United States: Peter Schweikart: Chapter 1
Opposing Viewpoints in American History Volume 1:
Origins of English Settlement
Contact and Conflict with Native Americans
Labor in Colonial America
Technology Links:
The two links above include comprehensive lists of documents, lessons, practice questions and exams for the time period outlined in this unit.
This is a digital copy of Howard Zinn’s book, A People’s History of the United States. The author of this site recognizes the potential copyright issues related to this publication; however, there is a disclaimer expressing that Zinn gave the creators of the site explicit permission to duplicate the source in this manner.
This is a digital library of primary source documents in US History.
This is a digital library of primary source documents, lesson plans, resources, and general reference material to enhance teaching AP US History.
This is a treasury of primary source documents pertaining to early American History.
This is another digital library of primary source documents, lesson plans, resources, and general reference material to enhance teaching AP US History.
The Crash Course series by John Green is a comprehensive set of videos, each between ten and fifteen minutes in length, which complement the AP US History course of study. Unfortunately, schools in certain regions may have difficulty retrieving these sources due to issues related to website accessibility.
The Gilder Lehrman Institute of American History site is a comprehensive set of videos that introduce key concepts, a timeline, documents, and essays that complement each period outlined in the AP US History course.
The AP College Board website provides a plethora of resources for the AP US History exam. These resources include lesson plans, documents, practice questions and student samples and scores for essay writing.
Suggested Assessment Tools and Strategies:
- Complete AP Thematic chart for the time period outlined in unit 1
a. Use the chart to outline continuities and changes among the themes in the given time period.
- Complete Cornell Notes for chapters 1-4 of America’s History
- Readings:
- APeople’s History by Howard Zinn: chapter 1-3
- A Patriot’s History by Peter Schweikart
- Debate: Columbus Hero or Villain? Using information presented in both historical accounts defend/criticize Columbus for his actions in the New World.
- Document Analysis: The students will use the APPARTS method to analyze the following documents that offer opposing viewpoints on unit content:
- Origins of English Settlement
i.“National and Economic Reasons to Colonize the New World” by R. Hakluyt
ii. “Religious reasons to Colonize the New World” by J. Winthrop
- Contact and Conflict with Native Americans
- “Indians and Colonists Should Live in Peace” by Powhatan
- “Indians Should be Conquered and Exterminated” by Virginia Company
- Labor in Colonial America
- “Indentured Servitude” Gottlieb Mittelberger
- “Poor Europeans Should Come to America”
- “Slavery is Immoral” by Samuel Sewell
- “Slavery is Moral” by John Saffin
- Special Focus Lesson: AP Theme Work, Exchange/Trade, and Technology and Geography and Environment
- Map Analysis: Compare Europe, North America, and West Africa before and after 1492Work, Exchange/Trade, and Technology and Environment and Geography
- the student will identify similarities and differences between the three locations with a special focus on those themes
- Jamestown Mystery:
- Students will develop a thesis to support the reason for high mortality rates in Jamestown and will refine their thesis based on documents provided.
- Unit Test over Chapters 1-4: the test will mirror the types of questions on the AP Exam
- Part 1: Multiple Choice
- Part 2: Short Answer
- Part 3: Using Documents
- Part 4: Long Essay
- Unit Essay: After Reading Axtell’s “Colonial America without the Native Americans” write an essay answering the following questions:
- Would the New World have been as exploitable for Europeans if there weren’t already indigenous populations there for 20,000 years? In what ways was native presence a benefit or a detriment for Europeans? And, if they were a benefit, then why have native peoples been so marginalized within the context of American History?
RUBRICS FOUND ON FOLLOWING PAGE…………………………………………
AP USA HISTORY
Suggested Essential Unit 1 (E01) Rubric:
Name ______Class______Date ______
- All TSW’s must be mastered for a ‘B’.
- 6 of 13‘A’-level blocks should be met for an ‘A’.
- Teachers may choose to use their own rubrics; however, all TSW’s must be assessed.
The Student Will / ‘A’-Level / ‘B’-Level / Notes
- Identify adaptations and transformations to the environments of native Americans as a result of migration and settlements.
- Describe demographic and social changes that arose on both sides of the Atlantic as a result of the Columbian Exchange.
- Compare the social, political, and economic motivations of Europeans as they began their quest to build empires in the Western hemisphere.
- Analyze changes in European views of social, political, and economic relationships among white and nonwhite peoples due to expansion and contact.
- Describe the methods of political and cultural autonomy of native peoples and Africans in the face of European challenges to their independence and core beliefs.
- Compare various social and economic goals, cultural assumptions, and folkways of 17th century Spanish, Dutch, French, and British colonizers.
- Outline the development of the British-American system of slavery.
- Compare the development of the British American colonial regions.
- Outline the conflicts that arose between European rivals and native peoples as they struggled to control resources in North America.
- Analyze the cultural changes that developed as a result of clashes between Europeans and American Indians.
- Examine the expansion of social networks and the stimulation of economic growth that resulted from the interactions between Europeans, Africans, and American native peoples.
- Examine the continuities and changes within the relationship between Britain and its North American colonies as internal challenges and external competition grew.
- Evaluate continuities and changes in American identity, work, politics, environment, ideas, the peopling of and its role in the world over time.
AP USA HISTORY
Rubric for a Document Based Questions (DBQ)
BASIC CORE (competence) / 0-7 Points1. Has acceptable thesis / 1 Point
2. Understands the basic meaning of documents.
(May misinterpret one document.) / 1 Point
3. Supports thesis with appropriate evidence from all documents. / 2 Points
(Supports thesis with appropriate evidence from all but one document) / (1 Point)
4. Analyzes point of view in all or all but one of the documents / 1 Point
5. Analyzes documents by grouping them in two or three ways, depending on the question / 1 Point
6. Identifies and explains the need for one type of appropriate additional document or source / 1 Point
Subtotal / /7 Points
EXPANDED CORE (excellence)
(Historical skills and knowledge required to show excellence) Expands beyond basic core of 1-7 points. A student must earn 7 points in the basic core area before earning points in the expanded core area.
Examples:
- Has a clear, analytical, and comprehensive thesis
- Shows careful and insightful analysis of the documents
- Uses documents persuasively as evidence
- Analyzes point of view in most or all documents
- Analyzes the documents in additional ways - groupings, comparisons, syntheses
- Brings in relevant "outside" historical content
- Explains why additional types of document(s) or sources are needed
Subtotal / /2 Points
TOTAL / /9 Points
AP USA HISTORY
Rubric for a Comparative Historical Essay
Name:
BASIC CORE (competence)(Historical skills and knowledge required to show competence) / 0-7 Points
1. Has acceptable thesis
(Addresses comparison of the issues or themes specified) / 1 Point
2. Addresses all parts of the question, though not necessarily evenly or thoroughly / 2 Points
(Addresses most parts of the question: example, deals with differences but not similarities) / (1 Point)
3. Substantiates thesis with appropriate historical evidence / 2 Points
(Partially substantiates thesis with appropriate historical evidence) / (1 Point)
4. Makes at least one or two relevant, direct comparisons between or among societies / 1 Point
5. Analyzes at least one reason for a similarity or difference identified in a direct comparison / 1 Point
Subtotal / /7 Points
EXPANDED CORE (excellence)
(Historical skills and knowledge required to show excellence)
Expands beyond basic core of 1-7 points. A student must earn 7 points in the basic core area before earning points in the expanded core area.
Examples:
- Has a clear, analytical, and comprehensive thesis
- Addresses all parts of the question (as relevant): comparisons, chronology, causation, connections, themes, interactions, content
- Provides ample historical evidence to substantiate thesis
- Relates comparisons to larger global context
- Makes several direct comparisons consistently between or among societies
- Consistently analyzes the causes and effects of relevant similarities and differences
Subtotal / /2 Points
TOTAL / /9 Points
AP USA HISTORY