’s Schedule

Since politics has gotten in the way of things, I will offer this handy guide to how you can keep up while this is all settled. Follow this diligently and you won’t fall too far behind. You will be unable to contact me until matters are settled.

Expect quizzes and seminars to commence quickly when we come back together and for due dates to rain down quickly. Oh, by the way, here is the phone number to the mayor’s office: 311


This playlist is very helpful!

Week of Oct 10:

-          Do Mercantilism DBQ (see appendix at end of this document). You may need the Skeleton and Octopus to help you plan. Try to do the whole thing in ONE sitting and for no more than 1 hour. Before you do it, watch this for help with essay structure.

-          Watch and take notes on Crash Course:

-          Read and ARN Ch 8 (Your ARNs need to be more detailed than ever considering the circumstances.)

-          See if there are PPT notes on Gradespeed and study them.

-          Read this review:

-          Read:

-          QeD6: Is historian Fred Anderson correct to say that the French & Indian War was “the war that made America?”

-          Find quizzes and short answers on book website and practice these


Week of Oct 17

-          Watch Crash Course and note:

-          Watch:

-          Watch:

-          Read and ARN Ch 9

-          Sem 8 and 9 scheduled for this week to be made up the day when we meet again.

-          Periodization Research Exercise: Make a timeline of 9 key related events (with detailed descriptions of each) between the Treaty of Paris, 1763, and the Declaration of Independence, 1776. Between each event draw an arrow with a description of each events relation to the next one.

-          QeD7: Were colonists right to chant the charge: “No taxation without representation!”

-          QeD8: Why did the Articles of Confederation fail?

-          5 Paragraph essay (see the Skeleton online for details): Was the U.S. Constitutional Convention a revolutionary act or a conservative act? (Don’t forget Daniel Shays, kids.) Before you write your LEQ, watch this intro:

-          Find quizzes and short answers on book website and practice these



Week of Oct 24

-          Watch Crash Course and Note:

-          QeD9: TWE was the Constitution a conservative document? (Define conservatism (and not the party, the idea of defending the status quo) before you try to tackle this one.)

-          Read and ARN Ch 10

-          Watch this video on Short Answers: also this one . We will be doing these as soon as you return and we will be doing them often.  This is probably the best video on them though:

-          Try a short answer and write it up after watching videos above:

o   1. Using your knowledge of United States history, answer parts a and b.

§  a) Briefly explain why ONE of the following periods best represents the beginning of a democracy in the United States. Provide at least ONE piece of evidence from the period to support your explanation.

·         • Rise of political parties in the 1790s • Development of voluntary organizations to promote social reforms between the 1820s and the 1840s • Emergence of the Democrats and the Whigs as political parties in the 1830s

§   b) Briefly explain why ONE of the other options is not as persuasive as the one you chose.


Week of Oct 31

-          Read and ARN Ch 11

-          Watch:

-          Watch:

-          Sem 10 & 11 scheduled for this week to be made up at a date TBD.

-          Watch for secret Rahm extended Reading List to appear on the webpage mysteriously during this week




 Mercantilism DBQ (Rahm’s Version)

If you need books, ask the teacher and he/she will help you. Design a plan of attack that answers this DBQ using the Skeleton Format (handout & on website). Also see Octopus handout for help with docs. There should be a thesis and four supporting paragraphs with an explanation of how you would use a document to support your idea. Use history to plan your attack. Make sure you are thorough and that your attack has a good flow and makes sense.

The outline should appear as such:

Thesis: Mr. Plencner is the greatest teacher ever to walk to earth.

Supporting #1: Not only is he smart, Mr. Plencner is also handsome. Document: Photo of Mr. Plencner. I would use this document and describe the beautiful features evident to anyone who might see it, such as his wonderful smile.

Supporting #2: Blah, blah, blah. Document: Historical evidence. I would use this document to blah, blah….

Supporting #3: Blah, blah, blah. Document: Historical evidence. I would use this document to blah, blah….

Supporting #4: Blah, blah, blah. Document: Historical evidence. I would use this document to blah, blah….

DBQ Prompt:

The century between 1650 and 1750 marked a change in British imperial economic policy from mercantilism to an open market economy. Using the documents and your knowledge of the time period, discuss the impact this change had on the American colonies.

Document A

Source: Adam Smith “Conclusion of the mercantile system”, from Wealth of Nations, 1776

In the restraints upon the importation of all foreign commodities which can come into competition with those of our own growth or manufacture, the interest of the home consumer is evidently sacrificed to that of the producer. It is altogether for the benefit of the latter, that the former is obliged to pay that enhancement of price which this monopoly almost always occasions.

It is altogether for the benefit of the producer that bounties are granted upon the exportation of some of his [productions. The home consumer is obliged to pay, first, the tax which is necessary for paying the bounty, and secondly, the still greater tax of which necessarily arises from the enhancement of the price of the commodity in the home market.


Document B


Document C

Source: The Conscience of a Slave Trader (1694)

We mark’d the slaves we had bought in the breast, or shoulder, with a hot iron, having the letter of the ship’s name on it, the place being before anointed with a little palm oil, which caus’d but little pain, the mark being usually well in for or five days, appearing very plain and white after.

When we had purchas’d to the number of 50 or 60 we would send them aboard, there being a cappasheir, intitled the captain of the slaves, who care it was to secure them to the water-side, and see them all off; and if in carrying to the marine any were lost, he was bound to make them good, to us, the captain of the trunk being obliged to do the like, if any ran away while under his care, for after we buy them we give him charge of them till the captain of the slaves comes to carry them away; These are two officers appointed by the king for this purpose, to each of which every ship pays the value of a slave in what goods they like best for their trouble, when they have done trading; and indeed they dicharg’d their duty to us very faithfully, we not having lost one slave thro’ their neglect in 1300 we bought here.

Document D

Source: Joshua Gee, the trade and navigation of Great Britain Considered, London 1729

“Shewing that the surest way for a nation to increase in riches is to prevent
the importation of such foreign commodities as may be raised at home; that this
kingdom is capable of raising within itself and its colonies materials for
employing all our poor in those manufactures which we now import from such of
our neighbors who refuse the admission of ours; some account of the commodities
each country we trade with takes from them, with observations on the balance.”

Document E

Source: The Navigation Act of 1660

For the increase of shipping and encouragement of the navigation of this nation, wherein, under the good providence and protection of God, the wealth, safety and strength of this kingdom is so much concerned; be it enacted by the King’s most excellent majesty, and by the lord and commons in this present parliament assembled, and by the authority thereof, That from and after the first day of December 1660, and from thenceforward, no goods or commodities whatsoever shall be imported into or exported out of any lands, islands, plantations or territories to his Majesty belonging or in his possession … in Asia, Africa, or America, in any other ship or ships, vessel or vessels whatsoever, but in such ships or vessels as do truly and without fraud belong only to the people of England or Ireland … and whereof the master and three fourths of the mariners at least are English; under the penalty of the forfeiture and loss of all the goods and commodities which shall be imported into or exported out of any of the aforesaid places in any other ship or vessel. . . .

II. And be it enacted, That no alien or person not born within the allegiance of our sovereign lord the King, his heirs and successors … shall from and after the first day of February, 1661, exercise the trade of a merchant or actor in any of the said places; upon the pain of forfeiture and loss of al his goods and chattels. . . .

III. And it is further enacted, That no goods or commodities whatsoever, of the growth, production or manufacture of Africa, Asia of America, or any part thereof … be imported from England, Ireland, or Wales … in any other ship or ships, vessel or vessels whatsoever, but as do truly and without fraud belong only to the people of England, Ireland or Wales….

XVIII. And be it further enacted, tat on and after the first day of April, 1662 no growth of tobacco, cotton-wool, indigos, ginger, production or manufacture of any English plantations in America, Asia, or Africa, shall be shipped, carried, conveyed or transported from any of the said English plantations to any land … other than such English plantations as do belong to his majesty…

Document F



Document G


Source: Colonial Trade patterns, c. 1770

Future president John Adams noted about this time that “the commerce of the West Indies is a part of the American system of commerce. They can neither do with out us, nor we without them. The Creator has placed us upon the globe in such a situation that we have occasion for each other.”

Document H




Sample Essay

During the early stages of the colonial era, a closed, mercantilistic economy was in effect. This type of economy came from the idea that there was a finite amount of wealth available and that one country’s gain was another’s loss. Over time, the colonial trade routes expanded to include countries other than Britain. Thus the development of an open market began. Although Britain’s mercantilistic policies did increase revenue, it was not comparable to the increase made after the open market was implemented.

The first leg of the triangular trade was from the British colonies to Great Britain. The colonies were forced to produce only raw materials such as wool, iron, timber, fish, and ore to be shipped to the Mother country because England wanted to maintain control of the mercantile trading they had established, keeping all the imports and exports within itself. The ships would then travel from Britain to Africa, not immediately back to the colonies because of the currents and winds. England traded with the tribes in Africa and picked up slaves that they (the tribes) had captured. The middle passage was atrocious, killing every one in three slaves (D, C). When the ships landed in the West Indies, the slaves were sold and new products were brought on board (H). At the end of the journey, all the remaining goods were sold (F). Even though this part of the trade route may seem insignificant to the American colonial trading and economy because none of the slaves landed in the British colonies, the slave trade provided northern merchants with the capital that financed commercial growth and development in their cities. Although these trade routes were imperative to the Empire’s success, a fourth leg of the so-called “triangular trade” was more significant to both party’s dominance. This fourth leg involved illegal trading with British colonies and non-British ports like Dutch, French, and Spanish merchants established in the Caribbean. John Adams noted, speaking of the West Indies, "They can neither do without us, nor we without them" (G)

To prevent this illegal trading Britain implemented a set of Navigation Acts. These acts prevented goods from entering any port other than British or American. In addition, nothing could be imported to the colonies without going through British regulations (E). Over time, Britain became aware that trading with other European powers was beneficial to their economy (B). Robert Walpole, the British prime minister, encouraged a policy of salutary neglect. This brought to pass a relaxation in the enforcement of the Navigation Acts and allowed colonial merchants to trade freely with the European powers in the Caribbean. Even though these occurrences entirely went against all mercantilistic ideas, they promoted the economy of colonial America (A). This set up an unconventional form of economy, an open market. The new economic outline proved to enhance all aspects of colonial trading, introducing them as a potential threat to the European world powers.

Because of the experimentation of the colonies in disobeying the Navigation Acts, a new form of economy emerged. As a result of salutary neglect, a new open market unfolded. This was more successful than the mercantilistic ideas previously in effect.