1. DO NOW First two KEY CONCEPT questions on Chapter 5 Homework:
Thirteen Colonies Project Due WEDNESDAY
Chapter 6 Reading Guide Due Monday

2. Socratic Seminar Chapter 5
*Note- you will turn in your notes from our discussion as your exit ticket

3. Reminder: Rules, Roles, and Goals!
You may only participate IF YOU HAVE COMPLETED THE READING. If you have not, then you will not be allowed to speak today, you may only take notes.
-We will first go over the Key Concepts that you MUST understand.
-Then those of you who are prepared may ask your discussion questions and in doing so, take on the role of the Discussion leader (call on students, be sure to keep the conversation on topic and make sure that it remains productive. If the topic is no longer helpful, it is time to move on.)
-To keep the discussion well-rounded, we are going to follow the two- before-you rule. Once you have spoken two others should speak first before you raise your hand again (UNLESS YOU ARE THE LEADER)
-Goal: To address the essential questions of the unit. To address any confusion or complexity of the text!

4. MUST UNDERSTAND: KEY CONCEPTS
How Africans developed both overt and covert means to resist the dehumanizing aspects of slavery (pp )
MUST UNDERSTAND: KEY CONCEPTS

5. MUST UNDERSTAND: KEY CONCEPTS
How the growth of the Atlantic economy throughout the eighteenth century created a shared labor market and a wide exchange of New World and European goods (pp )
How the growth of autonomous political communities based on English models, the development of commercial ties and legal structures, the emergence of a transatlantic print culture, Protestant evangelism, religious toleration and the spread of European enlightenment ideas promoted Anglicization (pp )
How the British colonies developed largely similar patterns of culture, laws, institutions, and governance within the context of the British imperial system (pp )
How resistance to imperial control in the British colonies drew on colonial experiences of self- government evolving local ideas of liberty, the political thought of the Enlightenment, greater religious independence and diversity, and an ideology critical od perceived corruption in the imperial system (pp 89-91, )

6. MUST UNDERSTAND: KEY CONCEPTS
How new ideas about politics and society during the eighteenth century led to debates about religion and governance (pp ; )
How Protestant evangelical religious fervor strengthened many British colonists’ understanding of themselves as a chosen people blessed with liberty (pp )

7. MUST UNDERSTAND: KEY CONCEPTS
How migrants from within North America and around the world continued to launch new settlements in the West, created new distinctive backcountry cultures, and fueled social and ethnic tensions (pp )

8. Appropriate Use of Relevant Historical Evidence
In this chapter, the authors maintain that “colonial America was a melting pot and had been from the outset.” What relevant historical evidence did you find in this chapter or the previous ones that supports, modifies, or refures this assertion?

9. Contextualization
The authors claim that by 1775 “democratic seeds, planted in rich soil, were to bring forth a lush harvest years later.” After you read this chapter, did you identify ways that the Great Awakening and colonial forms of government provided the context for the roots of democracy in colonial society?

10. Periodization
The authors concluded this chapter about colonial society in 1775, but the AP Curriculum Framework used 1754 as the ending date. As you read this chapter, which ending date makes more sense to you? Did you identify relevant historical evidence from this chapter to support your answer to this question?

11. Essential Questions
Explain how the exchange of ideas among different parts of the “Atlantic World” shaped belief systems and independence movements into the early nineteenth century.
Analyze how changing religious ideals, Enlightenment beliefs, and republican thought shaped the politics, culture, and society of the colonial era through the early Republic.
Analyze the role of economic, political, social, and ethical factors on the formation of regional identities in what would become the United States from the colonial period through the nineteenth century.

12. Your questions… Reminder of the role
Those of you who were prepared may ask your discussion questions and in doing so, take on the role of the Discussion leader (call on students, be sure to keep the conversation on topic and make sure that it remains productive. If the topic is no longer helpful, it is time to move on.)

13. EXIT SLIP
Pop Quiz!