Chapter 2 Tips for Using InQuizitive and the Other Resources in This Chapter - Caution: As its size indicates, this chapter is among the most difficult for students to understand.

Tips: What Helps Learning? from the FAQs (Frequently Asked Questions)

 

Helping You Meet the Challenges with the Content Covered in Chapter 2

The facts in Chapter 2 are in the context of English history.

The facts in Chapter 2 are different over time and in the 3 different sections that develop.

First Resource: Maps and a Map Quiz

Second Resource: A Cheap Activity to Understand These Facts—and Why Textbooks Cover Them

The facts in Chapter 2 may be very different from your memory of religious freedom.

The facts in Chapter 2 may be hard to see because things change from early 1600s to the late 1600s and change over time is difficult cognitively

The facts in Chapter 2 may be hard to see unless you realize power can be law, violence, or a combination (Use this with the resources in in the section on History being real.)

The facts in Chapter 2 may be hard to see unless you realize History is real – These people could be you.

Answers to the Questions about Scare and Surplus and What You Can Figure Out from Those Answers

 

The facts in Chapter 2 are in the context of English history.

Tip: You will not be tested on the exact chronology of English history but on watershed events (events that change or complete trends), such as the Civil War and on the Glorious Revolution.

If you are confused about the rulers in England or about its Civil War, you will find a link to a reference to English history in Figuring It Out (Learning is More Than Memorizing).

 

The facts in Chapter 2 are different over time and in the 3 different sections that develop.

Tip: You will be tested not only on a fact but where it fits in time and space. For example, you will need to recognize not just the name Roger Williams and the colony of Rhode Island, but that Roger Williams is in New England in the first half of the 1600s.

 

First Resource: Maps and a Map Quiz

·         In Figuring It Out (Learning is More Than Memorizing), you find links to maps of the colonies (both with answers and blank for self-testing) and of the 3 sections: New England, the Middle Colonies, and the South. Tip: The name for the Middle Colonies is because they are in the middle between New England and the South.

·         In Chapter 2 you have not only InQuizitive but also a Map Quiz.

 

Second Resource: A Cheap Activity to Understand These Facts—and Why Textbooks Cover Them

Many students have trouble with the events, religious groups, and leaders covered from the 1600s to the 1730s. These events are covered in textbooks because they change what will be America, but seeing what is happening at this time is difficult.

 

A cheap way in time to see the pattern is:

1.    Take a sheet of notebook paper and turn it on its side and label it like this link—or, if you have a cheap way to print, you can print it.
Click here for the major names and terms that fit in that link BEFORE the Glorious Revolution
and here for the major names and terms AFTER the Glorious Revolution.

 

2.    Jot down in the correct colonial section (the columns) and in the correct time period (the rows) each of the places asked about in InQuizitive (such as Massachusetts Bay) and religions (such as Puritans) until you have used them all.
Tip: Keep it brief. You don’t need a lot of words because this is for your brain only, but you might write the page number beside each word to keep things straight.

3.    When you are done, compare the three sections in each time period.

 

Purpose of This Activity to Understand Facts:
Which 2 sections of the 3 colonial sections are most alike:

·         When you compare whether religion determined the events that occurred?

·         When you compare the how the English colony handled the settlers who came to the colony and whether all of those who came could support themselves (usually by having land and being farmers)—not just those who were already wealthy before they came to the colonies?
Tip: Founders of colonies for a religious purpose seemed to make land ownership feasible for all.

 

Using This Activity to Think about History to Come: 

A clue: which 2 sections of the 3 colonial sections will become the North in the Civil War? More importantly, we have in development what are two different patterns of the nation to come.

 

The facts in Chapter 2 may be very different from your memory of religious freedom.

If you remember United States history as everyone (a big word) migrating because each one believes that every person has a right to believe about God as they wish, look with care:

·         At your textbook

·         At InQuizitive

·         At the 2 optional primaries in Chapter 2’s Primary Documents from this Era

 

The facts in Chapter 2 may be hard to see because things change from early 1600s to the late 1600s and change over time is difficult cognitively

One way to see change over time is to ask yourself what is scarce (hard to get) and what is surplus (easy to get) in different places and time.

·         Scarce things go up in value in what people are willing to pay or do for them.

·         Surplus things go down in value – You don’t ever want to be surplus so you want to pay attention to this trait of time.

 

Answer these questions on a sheet of paper and then scroll to the bottom of the page for my answers. If you missed a question, be sure to figure it out or ask.

 

1. In the early 1600s in England, land (a place to grow food to eat and to sell and perhaps to be able to vote since property was required for that privilege) was:

a. Scarce

b. Surplus

 

2. In the early 1600s in England, labor (people to work the land or to do other jobs) was:

a. Scarce

b. Surplus

 

3. In the early 1600s in the Virginia Colony, land was:

a. Scarce

b. Surplus

 

4. In the early 1600s in the Virginia Colony, labor was:

a. Scarce

b. Surplus

 

5. In the late 1600s in the Virginia Colony, land—if you didn’t have it already—was:

a. Scarce

b. Surplus

 

6. In the late 1600s in the Virginia Colony, white labor—because there was another source that had no legal rights—was:

a. Scarce

b. Surplus

The facts in Chapter 2 may be hard to see unless you realize power can be law, violence, or a combination (Use this with the resources in in the section on History being real.)

·         In general, the greatest power is changing the law, especially when it makes violence legal and removes one group from access to the law. Click on Primary Documents from this Era. Read with care 1660–1732 Laws about Slaves and Indentured Servants.
Tips:  Laws are usually about stopping things people are doing. Notice what whites were doing as well as blacks. The description for this primary tells you specifics. Look at it.

·         In general, violence against the government (armed rebellion) seems rarely to work as planned, even with a legal justification stated. Click on Primary Documents from this Era. Read with care 1676 Bacon’s Rebellion: the Declaration.
Additional Source: Look at page 40 of Tindall and Shi's 9th edition (the current unabridged edition) provided in Figuring It Out (Learning is More Than Memorizing) – It covers how the planters shift from using indentured servants following this rebellion and turn to slaves who had no legal protections because of the laws passed after 1660.

The facts in Chapter 2 may be hard to see unless you realize History is real – These people could be you.

First Resource: In Figuring It Out (Learning is More Than Memorizing), see the video in the folder History is real – These people could be you.

You need to notice what happens to these real people over time:

·         In the first half of the 1600s
- African slaves and African indentured servants who had not yet finished their years of service
- “Free blacks,” especially Anthony Johnson and his access to courts
- English indentured servants

·         In the second half of the 1600s
- African slaves
- “Free blacks” and the events with Anthony Johnson, his land, and the courts
- Landless freemen (indentured servants who completed their years of service but no land was available

 

Reminder:  For slave and indentured servant, see the Definitions in Figuring It Out (Learning is More Than Memorizing)

Answers to the Questions about Scare and Surplus and What You Can Figure Out from Those Answers

1. In the early 1600s in England, land (a place to grow food to eat and sell and perhaps to be able to vote since property was required for that privilege) was:

*a. Scarce

b. Surplus

 

2. In the early 1600s in England, labor (people to work the land or to do other jobs) was:

a. Scarce

*b. Surplus

 

Look at answers 1 and 2 and you know why some English people left— both those with money and without.

 

3. In the early 1600s in the Virginia Colony, land was:

a. Scarce

*b. Surplus

 

4. In the early 1600s in the Virginia Colony, labor was:

*a. Scarce

b. Surplus

 

Look at answers 3 and 4 and you know why some planters (those who came to Virginia with money and who were the ones to vote in the Virginia assembly and make the colony’s laws):

·         Bought as much land as they could at that cheap price so there will be a shortage of land later—a scarcity made worse because of the number of people coming to Virginia.
Reminder: The death rate in Virginia was very high.

 

·         Paid for Africans when they were brought to Virginia—with some Africans becoming slaves and some (like Anthony Johnson) becoming indentured servants
Reminders:
- In this era and before, enslaving someone was legal (not a crime).
- In this era and before, enslaving people because they lost a war was considered just (not a crime).

For example, your textbook covers that making captives (what we usually call Prisoners of War or POWS) was done by colonists in New England and in the South, by the Spanish, by Native American tribes of other Native American tribes, and by African tribes of other  African tribes. 
Slavery in African by Africans was not like slavery in the Caribbean colonies or the colonies on the mainland, For more, begin on page 69 of your textbook.

 

·         Paid for the Atlantic passage of English people who were willing to serve for a period of years in return for passage, room and board (a bed and food), and a fresh start at the end of their period of service – with some receiving land at the end of their service
Reminder: the term is indentured servant.

 

5. In the late 1600s in the Virginia Colony, land—if you didn’t have it already—was:

*a. Scarce

b. Surplus

 

6. In the late 1600s in the Virginia Colony, white labor—because there was another source that had no legal rights—was:

a. Scarce

*b. Surplus

 

Look at answers 5 and 6 and you know why some:

·         Landless freemen (indentured servants who had completed their term of service) and wanted land but none was left except near the treaty boundary with Virginia colonists and the Native Americans
- Fought Native Americans
- Joined Nathaniel Bacon in his rebellion against the English governor William Berkley

·         Some planters stopped importing white English servants who might join a rebellion if they did not gain land at the end of their service and began to import African as slaves
Additional Source: Look at page 40 of Tindall and Shi's 9th edition (the current unabridged edition) provided in Figuring It Out (Learning is More Than Memorizing)

Copyright C. J. Bibus, Ed.D. 2003-2015

 

WCJC Department:

History – Dr. Bibus

Contact Information:

281.239.1577 or bibusc@wcjc.edu

Last Updated:

2015

WCJC Home:

http://www.wcjc.edu/