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.
Answers to the Questions
about Scare and Surplus and What You Can Figure Out from Those Answers
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).
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.
·
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.
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.
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
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
·
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.
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)
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. |
·
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 |
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