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Chapter 2: 1607-1763 Inquiry Organizer

📎 Inquiry Organizer Summary of chapter objectives and resources
📖 Chapter Introductory Essay In-depth overview of significant events in the time period
🔎 Narratives Shorter essays on a dramatic story or individual
📍 Decision Points Narratives that describe a pivotal decision in history
💬 Point-Counterpoints Differing sides of an argument presented by scholars or historical figures
✒️ Primary Sources Firsthand accounts from the time period
📝 Lessons Instructions and handouts to engage students in the classroom
✏️ Unit Essay Activity Culminating essay based on AP LEQs to assess chapter objectives
Unit 1: Chapter 2 (1607-1763)
Compelling Question: What religious, political, and social movements and events fostered a sense of autonomy from Great Britain among the American colonists between 1607 and 1763?
Chapter Objectives:

  • Students will be able to identify characteristics of and evaluate changes and continuities in colonial life for various groups in the seventeenth and eighteenth centuries.
  • Students will be able to compare colonies in North America to evaluate regional differences.
  • Students will be able to analyze the conflicts between colonists and the native populations as well as between European powers on the continent.
Supporting Question 1: What cultures, groups, and empires created the American colonies? Resources:

  • Pilgrims to the New WorldDecision Point
  • A City Upon a Hill: Winthrop’s “Modell of Christian Charity,” 1630Primary Source
  • The English Come to AmericaNarrative
  • William Penn and the Founding of PennsylvaniaNarrative
  • Penn’s Letter Recruiting Colonists, 1683Primary Source
  • The Founding of MarylandNarrative
  • Anne Hutchinson and Religious DissentNarrative
Supporting Question 2: How did the emerging national identity of the American colonies cause conflict with other nations and cultures? Resources:

  • The Anglo-Powhatan War of 1622Narrative
  • King Philip’s WarDecision Point
  • Germantown Friends’ Antislavery Petition, 1688Primary Source
  • The Stono RebellionNarrative
  • Maps Showing the Evolution of Settlement, 1624-1755Primary Source
  • A Clash of Empires: The French and Indian WarNarrative
  • Wolfe at Quebec and the Peace of 1763Narrative
  • Washington’s Journal: Expeditions to Disputed Ohio Territory, 1753-1754Primary Source
Supporting Question 3: What is a nation, and what defined colonial national identity in North America? Resources:

  • MercantilismLesson
  • Colonial Comparison: The Rights of EnglishmenLesson
  • Civics Connection: The Colonial Origins of American RepublicanismLesson
  • Bacon’s RebellionNarrative
  • Bacon vs. Berkeley on Bacon’s Rebellion, 1676Primary Source
  • The Great AwakeningNarrative
  • What Was the Great Awakening?Point-Counterpoint
  • Albany Plan of UnionNarrative
  • Benjamin Franklin and the American EnlightenmentNarrative
  • Benjamin Franklin Mini DBQLesson
  • Colonial Identity: English or American?Point-Counterpoint
Additional Resources:

  • Chapter 2 Introductory Essay: 1607-1763
  • The Salem Witch TrialsNarrative
  • The Fur TradeNarrative
  • BRI Homework Help Video: The Colonization of America
  • BRI Homework Help Video: Colonial Culture
  • BRI Homework Help Video: Mercantilism & The Colonial American Economy
  • BRI Homework Help Video: Development of Slavery in North America
Unit 1 Essay Activity What religious, political, and social movements and events fostered a sense of autonomy from Great Britain among the American colonists between 1607 and 1763? Option B: Compare and contrast the impact of TWO of the following on colonial North American development between 1607 and 1763: Puritanism, the Enlightenment, the First Great Awakening. Through this inquiry, students will evaluate primary and secondary sources to explain the factors that contributed to the emergence of a burgeoning autonomous identity in the colonial period. Assess students’ progress in understanding the compelling question for this chapter by assigning the Unit 1 Essay Activity.

Some components of this resource may contain terminology that is no longer used because the terms are recognized to be offensive or derogatory, and some components may contain images that would be considered offensive or derogatory today. These terms and images have been retained in their original usage in order to present them accurately in their historical context for student learning, including understanding why these are not acceptable today.