Author: FPS
Company: Fairview Park Schools

Advanced Placement United States History
Unit 1: Colonial America
Chapters 1, 2, 3, and 4 (partial) in the Divine text and Chapters 1 and 2 (partial) in Fast Track to a 5

The AP student’s primary responsibility is to read each assigned section of the textbook and add notes from the reading to the course notes.  To better understand the reading, students should focus on the “terms to identify” and “concepts to grasp” and be prepared for a quiz on any of these items.  The teacher’s role is to clarify the significance of the readings, terms, and learning targets, and to show the student how they fit into the “big picture” of American history.  If the student does not fully understand a term or concept, he/she must ask in class.

Day 1 (Wednesday, August 8):  “New World Encounters”  (Ch. 1; pp. 2-17)

1-1 | Columbian Exchange (see also pp.14-15)
1-2 | the Renaissance

A | describe the Eastern Woodland cultures (pp. 7-9)
B | summarize the “cultural negotiations” between Europeans and Natives (pp. 9-10)

Day 2 (Thursday, August 9):  “Spain, France, and England in the New World”  (Ch. 1; pp. 17-30)

1-3 | conquistadores (see also pp. 19-20)
1-4 | Christopher Columbus
1-5 | Treaty of Tordesillas (1494)
1-6 | Cortés and the Aztecs
1-7 | encomienda system
1-8 | mestizos; mulattos
1-9 | New France, fur trade
1-10 | Protestant Reformation
1-11 | predestination
1-12 | defeat of the Spanish Armada
1-13 | “lost colony” of Roanoke

C | describe Spanish objectives in the New World
D | describe French objectives in the New World
E | describe English objectives in the New World
F | describe English treatment and views of the Irish

Day 3 (Monday, August 13):  “Chesapeake Colonies”  (Ch. 2; pp. 32-42)

1-14 | Glorious Revolution
1-15 | joint-stock company, London (Virginia) Company; Jamestown colony, John Smith
1-16 | John Rolfe, tobacco
1-17 | House of Burgesses
1-18 | headright system
1-19 | George (and Cecilius) Calvert, Lords Baltimore
1-20 | Maryland Act of Toleration (“Act concerning Religion”)

G

summarize English motivations for colonization 
(p. 35)

H

describe the population of early Virginia 
(pp. 39-40)

I

describe the government of early Virginia 
(pp. 40-41)

Day 4 (Tuesday, August 14):  “New England Colonies”  (Ch. 2; pp. 42-50)

1-21 | Pilgrims/Separatists; William Bradford
1-22 | Mayflower Compact; Plymouth colony
1-23 | Puritanism; the “elect”
1-24 | John Winthrop, Massachusetts Bay colony; Great Migration
1-25 | “city upon a hill”
1-26 | Roger Williams; Anne Hutchinson, Antinomianism
1-27 | Thomas Hooker, Fundamental Orders of Connecticut
1-28 | Rhode Island colony
1-29 | Pequot War (1634-38) [NIB]
1-30 | New England Confederation [NIB]

J

describe the population of early Massachusetts 
(pp. 45-46)

K | describe the government of early Massachusetts (pp. 46-47)

Day 5 (Wednesday, August 15):  “Middle Colonies and Southern Colonies”  (Ch. 2; pp. 51-61)

1-31 | Quakers
1-32 | William Penn, “Holy Experiment,” Frame of Government
1-33 | James Oglethorpe, Georgia colony

L

summarize Dutch interest and settlement in the New World; New Netherland/New Amsterdam 
(p. 51)

M

describe New York under English control 
(pp. 51-52)

N

describe the population of early Pennsylvania 
(p. 55)

O | describe the economy and society of the Carolinas (pp. 56-57)

Day 6 (Thursday, August 16):  “Contrasting Societies of New England and the Chesapeake”  (Ch. 3; pp. 62-81)

1-34 | Half-Way Covenant
1-35 | Anne Bradstreet
1-36 | yeomen (independent) farmers
1-37 | indentured servants (see also p. 39)
1-38 | “triangular trade,” Middle Passage [NIB]
1-39 | slave codes
1-40 | Stono Uprising (Rebellion); New York Conspiracy of 1741
1-41 | mercantilism
1-42 | enumerated goods
1-43 | Navigation Acts (1660 and later)
1-44 | vice-admiralty courts

P

explain the significance of the “nuclear family” 
(p. 64)

Q

describe reasons for New England’s growth 
(pp. 64-65)

R | describe education in colonial New England; Harvard

S

describe the social hierarchy in New England 
(pp. 68-69)

T

describe the population in the Chesapeake 
(pp. 69-71)

U | describe society (and social mobility) in Chesapeake (pp. 72-3)
V | describe black/slave Christianity

Day 7 (Monday, August 20):  “Political Revolt in the Late 17th Century”  (Ch. 3; pp. 81-92)

1-45 | Nathaniel Bacon, Bacon’s Rebellion
1-46 | King Philip’s (Metacomet’s) War
1-47 | Dominion of New England, Sir Edmund Andros
1-48 | new Massachusetts charter of 1691
1-49 | Salem witchcraft trials (see also pp. 88-89); Increase Mather, spectral evidence
1-50 | Jacob Leisler, Leisler’s Rebellion

W | changes in the relationship between Mass. Bay and the mother country between 1660 and 1691

Day 8 (Tuesday, August 21):  “Life in 18th-Century America”  (Ch. 4; pp. 94-113)

1-51 | Transportation Act (1718)
1-52 | Pueblo Revolt (1680) (p. 103)
1-53 | the Enlightenment (Age of Reason)
1-54 | Benjamin Franklin, Poor Richard’s Almanack [NIB]
1-55 | salutary neglect [NIB] (see pp. 108-09)
1-56 | Great Wagon Road, Conestoga wagons
1-57 | Great Awakening
1-58 | Jonathan Edwards, “Sinners in the Hands of an Angry God”
1-59 | George Whitefield
1-60 | itinerant preachers, Gilbert Tennent
1-61 | New Lights, Old Lights

X | describe the colonial population’s growth in the 18th century
Y | describe the Scots-Irish immigrants
Z | describe the German immigrants
AA | describe the response to non-English immigrants
BB | summarize Spanish settlements in North America (pp. 103-04)
CC | describe colonial cities and their influence on colonial America

Thursday, August 23
Unit 1 Quiz (Colonial America)