HY 1110, American History I 1 Course Learning Outcomes f.docx

HY 1110, American History I 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
3. Describe the characteristics of the divided regions of
Colonial America.
8. Discuss the evolution of American philosophies or ideals.
Reading Assignment
Click here for the Unit II Journal Assignment reading.
Chaney, T., Cohen, K., & Cotton, L. P. (2012). The Virginia
Company of London. Retrieved from
http://www.nps.gov/jame/historyculture/the-virginia-company-
of-london.htm
Poe, E. (1849, April 21). Eldorado. Retrieved from
http://www.online-literature.com/poe/577/
Virtual Jamestown. (n.d.). John Rolfe (1585-1622). Retrieved
from http://www.virtualjamestown.org/jrolfe.html

The articles cited in the Unit Lesson are required reading. You
may be tested on your knowledge
and understanding of that material as well as the information in
the Unit Lesson readings.
Unit Lesson
Pre-1600 colonization of the Americas, in short, would be at
first inspired by a desire to find quicker trade
routes to the distant orient, but would unexpectedly lead to the
uncovering of a world that was new to the
European mind. Exploration of the land mass in the western
Atlantic, dominated by the Spanish, included
explorers, navigators, and conquistadores searching to fulfill
the temptations of God, gold, and glory. A brief
recap (set to a familiar TV sea shanty) follows:
The 1500’s tell the tales
That stem from one historic ship
It began with Ferdinand and Isabelle
And the financing of a trip
Columbus was fearless with a plan
His navigation was true and sure
The goal was a new trading route
To the lucrative Asian shore
The lucrative Asian shore
Each month at sea was increasingly tough
His crew was cross and blue
But luck would spot virgin land one day
In 1492

In 1492
Indian lands, the crew was sure of this
Exploration would prove futile
There was no trade
He had missed his mark
UNIT II STUDY GUIDE
1600-1760
https://online.columbiasouthern.edu/CSU_Content/courses/Gene
ral_Studies/HY/HY1110/15L/UnitII_journalreading.pdf
UNIT x STUDY GUIDE
Title
Back in Spain, he was dismayed
His find a farce
He would again sail the seas
Dying on an American isle
A legacy though was cast that day
Like God’s golden, glorious chime
A brand new world with the best of things
An adventure sure to find
Ponce de Leon, de Soto, too

Vespucci undercut the rest,
Cortes & Pizarro, with disease
Spain’s claim proved the best
Explorers, navigators, conquistadores
in search of luxury
Religion was carried with them
To convert the primitives they seek
Millions died, much society was lost
History records some as vile
The impact of each explorer’s step
marked another Spanish mile
Exploration was not without reason. Europe was fracturing on
the grounds of new beliefs challenging the
often oppressive Catholic Church. What started as the
publishing of a series of complaints on the door of
Wittenberg in 1517 by devout follower Martin Luther would
soon spiral into what is today known as the
Protestant Reformation. Following Luther’s lead, other (and
generally more dissatisfied) Protestant leaders
such as Ulrich Zwingli and John Calvin, whose followers were
called Huguenots, would emerge to spread
their doctrines across Europe and inspire migration to the new
world for a chance at worship without
oppression.
Lastly, Spain’s dominance in the Americas would not be
exclusive to one area. The series of voyages had
successfully charted a North, South, and Mesoamerica region,
and even discovered a successful (though
very dangerous) passage around the locked continents to once
again begin the attempt to circumnavigate the
globe and find new trading routes to the Orient.

Colonization Attempts
Spain’s successes with establishing religion, free lands, and
riches in the Americas would not go unnoticed,
and soon others would join the claim. England (1576) was
among the first in the claiming of American lands,
but with much less initial success than anticipated, including
the fate of the ill-fated first Roanoke colony
(1585).
Despite early troubles, myth and legend would continue to
inspire English and French exploration for their
crowns. Englishman Sir Walter Raleigh, for example, would
embark on his own deliberate attempt to search
for myth to claim the spoils. For Raleigh, his passion would be
the legendary City of Gold, El Dorado, which
was thought to exist somewhere in South America’s vast
jungles. The legend that had first famously gained
the interest of noted Spanish trailblazer Francisco de Orellana,
who coined the name “Amazon River,” failed
to bear fruit in the West. As a result, Raleigh’s expedition for
the lost city would take to the East, but that also
would come up empty.
Interestingly, his larger passion—staking England’s claim to the
riches of South America—would eventually
be a factor in his execution, as he endangered more than himself
raising British colors in Spanish-controlled
seas. This infamous search, though, would also inspire future
artistic masters to make this tale an allegory for
other such desperate attempts at riches. These artists included
poet Edgar Allen Poe, whose description of
the Gold Rush and desperation of the miner provides a keen,
supernatural take on the human’s determined
psyche:

UNIT x STUDY GUIDE
Title
Eldorado
Gaily bedight,
A gallant knight,
In sunshine and in shadow,
Had journeyed long,
Singing a song,
In search of Eldorado.
But he grew old -
This knight so bold -
And o'er his heart a shadow
Fell as he found
No spot of ground
That looked like Eldorado.
And, as his strength
Failed him at length,
He met a pilgrim shadow -
"Shadow," said he,
"Where can it be -
This land of Eldorado?"

"Over the mountains
Of the Moon,
Down the Valley of the Shadow,
Ride, boldly ride,"
The shade replied -
"If you seek for Eldorado!"
– Edgar Allen Poe (1849)
Today, El Dorado remains a favorite story and a real-life
magnet for those searching for American treasures.
Although the only “proof” is far from convincing, essentially on
a par with Plato’s descriptions of the lost city of
Atlantis, this does not deter the explorers still trying to make
their name, fortune, or influence in the world.
Permanent Settlement
Entering the seventeenth century, the American continents,
North, South, and Mesoamerica, were feeling the
initial effects of European influence. Though the “discovery” of
North America by European sailors could have
been considered a mistake, since it resulted from their intended
search for trade routes, these lands quickly
became prizes in and of themselves. As Europe’s population
continued to grow, its materials, resources, and
opportunities continued to shrink. Also, as European
populations became more accepting and knowledgeable
of the New World, those who felt the oppressions of the Old
World discovered for themselves the opportunity
that this new land opened for them.
In America, new periods of opportunity and oppression would
emerge in the form of frontier conflicts, but
these also occurred within the European settlements themselves.

Progressing into this unit, it is imperative to
focus on the changing experiences, expectations, and roles
among all those invested in the English colonies,
including women, labor groups, and Native Americans. To
adequately cover this change, our focus will, from
this point on, remain on North America, with brief jaunts to the
south as prudent.
During this era, the “known” North America could be separated
into a few major regions of note (examples
can be seen in the Suggested Readings). The East Coast, ranging
from what is now Savannah, Georgia, to
Nova Scotia, and roughly as far west as the Appalachian
Mountain range, would become known as English
Colonial America. This was due to the large number of
primarily English speaking areas to emerge, even
though not all were strictly under the jurisdiction of the crown.
In addition, much of what is now modern
Canada would accept English influence, especially with trade
options.
To the west, following the Mississippi and its tributaries to the
north, stretching from modern New Orleans,
Louisiana, to the Acadian provinces, would be the French
Crescent. This was mostly made up of a series of
UNIT x STUDY GUIDE
Title

French missions, hunters, foragers, and trappers who engaged in
civilized and mutually beneficial trade with
the Native Americans of those regions. Here, groups such as the
Huguenots found a region where they could
freely practice their beliefs, but they did this with respect to the
neighboring tribes, as forcing European ideals
often led to negative results. Further out west would be large
sections of understood frontier territory. The
area was dominated by Native Americans, and there was little
European presence. Those who dared try to
establish a residence were often on their own and at the mercy
of neighboring tribes.
Lastly, sticking primarily to the South and West were Spanish
claims, including modern Florida, much of
Texas, and the greater American Southwest and Pacific Coast.
Though loosely enforced, compared to the
colonized East, these were heavily protected territories thought
to hold vast riches for those who could find
them.
Early attempts at colonization were shaky at best. As previously
introduced to the ill-fated Roanoke colony,
and despite the mysterious circumstances therein, the English
would again attempt to colonize America’s
Atlantic Coast. This time, however, the colonies would be
closely tied to the Crown’s economic interests.
While the English would initially travel to the familiar
Chesapeake shores, it would come with the support of
private investors, most notably the Virginia Company, who
would not trust the colony to its fate again. (For
more information, see
https://www.nps.gov/jame/historyculture/the-virginia-company-
of-london.htm.) Though

the experience for these particular investors would ultimately
prove unsuccessful, this renewed interest would
help to ensure these colonies’ success by drawing the interest of
the crown. This caused North America to
develop stronger imperial potential than even what the Spanish
had found in South and Mesoamerica.
English Colonial America
The English colonies, not including much of modern Canada,
are generally divided into four regions based on
commonalities in religion, population, economics, and general
culture. We will look at a few of those elements
here.
New England
America’s northernmost colonies, often referred to as New
England due to the similarity of their climate and
strong settlements to their ancient namesake, urbanized quicker
than other regions. The term is still used
today to describe the cluster of small states. The population of
this region, which would retain an
overwhelmingly English ancestry, included the colonies of
Maine, New Hampshire, Vermont, Massachusetts,
Connecticut, and Rhode Island. With the common heritage, so
too came a strong effort to ensure the success
of religious communities. Most notable were the Puritans, who
were among the earliest settlers of this region.
The Puritans were sometimes criticized for acting
overzealously, especially compared to more southern
regions, but they would dominate the religion of this region.
Their main disagreement was with the Catholics,
whose traditional views and authority from the Vatican had also
been previously driven from the English
mainland.

Soon, however, religious tolerance would be legally enforced,
but only in an effort to ensure safety and
opportunities of the masses, not to restrict the religious
freedoms that so many colonists came to the New
World demanding. A decree from the Crown called for religious
tolerance and an end to the aggressive
reactions. Still, the strong Puritan, and growing Quaker,
populations of these vastly important colonial regions
would leave an indelible mark on the culture of the American
law and endear reverence to a Protestant core.
The familiar conditions and seasons of the New England region
provided a sense of comfort for the colonists.
The seasonal change was unlike the rich agricultural regions
further south, and there was less chance of
contracting an unknown disease, such as malaria. In the same
way, because these colonies had few Spring
and Summer months, produce was greatly limited compared to
their southern counterparts. Still, there were
important crops such as gourds and corn, and other trades
supplemented the economy—notably fishing,
whaling, and shipping. This region was perhaps so popular
because its climate was so very similar to
England, where the majority of its population originated.
With this, the city also allowed for the allocation of new
professions, such as clothiers, doctors, and dealers of
other such luxuries. Because of population growth, however,
farmable land was at a premium. Soon, families
did not have the resources to provide an inheritance for all
offspring, and quickly the measure of a family’s
status became more about accumulated wealth than standing in
the community. This atmosphere of free
https://www.nps.gov/jame/historyculture/the-virginia-company-

of-london.htm
UNIT x STUDY GUIDE
Title
enterprise and entrepreneurism, of course, would only expand
interests in American commerce. It would
eventually sow seeds of growing contempt, however, when new
regulations, such as the practice of
mercantilism and individual acts levied by the crown, would
regulate, threaten, or even steal from these
profits.
Mid-Atlantic
The region immediately south of New England, incorporating
the colonies of New York, New Jersey,
Pennsylvania, and Delaware, was commonly known as the
Middle Colonies or Mid-Atlantic. It, too, would
benefit from the great population growth, but unlike New
England, its populations would come largely from
other prominent European nations, such as the Netherlands,
Scotland, Ireland, and Germany. New England
was among the most pure in one heritage, the Mid-Atlantic was
just the opposite; this more temperate region
would host a wide collection of creeds, races, and religions.
This more multicultural collection would be the setting for a
drastically different type of inclusive society. The

overwhelming motivation for movement to this region of
America was opportunity, and some would seek
religious or political freedoms that were unavailable in their
locations of origin. These travelers were
commonly considered middle class, or had limited opportunities
available for those not in the upper class, but
could pay their way to America.
Many new cultures emerged in this region, and as part of that,
distinctive religions including the first American
synagogue in New York City and a strong Catholic community
that would be instrumental in the founding of
the southern border colony, Maryland. This region best
exemplified the idea of the “melting pot” of cultures
that would become a prominent nationalistic theme in the
nineteenth century.
Economically, there was a wider range of produce able to grow
in this climate, and from it would come many
items that would be desired in great quantity in Europe. This set
the stage for careful trade laws and money-
making opportunities for the crown. Though much more
common further south, some migrants were forcibly
exposed to years of extreme labor to pay off their debts. In this
region, these laborers were called
redemptioners; their services would be returned in a generally
livable climate and for less time than some of
their southern servant brethren.
Part of the reason for this limited use of servants was simply the
lack of need. The Mid-Atlantic region was too
cold for many of the cash crops that allowed plantations to be
successful in the South, and generally
agricultural families were large enough to handle the yearly
crop yield on their own. The advantage to having
servants, and less often, slaves, was that the cost would be

significantly less than hiring free help, but for the
typical large family, that too was unnecessary. Even in the
cities, families would commonly grow to a large
size, which was helpful in ensuring that the father could pass on
his trait, shop, or profession, and sometimes
even gain extra income working in factories or shipping plants.
Also significant to consider is the role of status and
“superiority” complexes of the time. Many families did not
welcome association with those outside of their social class,
either from fear of community pressure or
because of misguided expectations of aggressive/impulsive
behaviors by “less civilized” parts of society.
The success of family farms would help to feed these early
colonies, much in the same way as the Mid-West
has/does today for the full United States. Some who did not fit
in, or who did not adhere to social
expectations, would try their luck outside of society. Regions to
the unincorporated west can be called
Backcountry; though officially under colonial legislation, those
areas would have little or no political, religious,
or government oversight, which was appealing to some.
This Mid-Atlantic region, too, would have a very specific
relationship with philosophy and religion. Whereas
New England was often very specified and cut off, parts of the
Mid-Atlantic welcomed a much greater level of
diversity. Especially in the colonies of Pennsylvania and New
York, there was a heavy Dutch and German
influence. Today, the influence that religious freedom in
America provided then can still be seen in
communities such as the Amish and Mennonite, but the larger
presence was that of the Quakers (Shakers),
who greatly influenced the shaping of the early U.S.
government through political leadership and social

teachings. Like the Puritans, though, they too are commonly
misunderstood for overzealous practice. The
Quaker codes, including teachings of citizenship, behaviors, and
social qualities, made them natural leaders
and diligent professionals.
UNIT x STUDY GUIDE
Title
South Atlantic Coast and Caribbean
The remaining colonies, from Maryland and south, are generally
collectively known as “the South,” but within
this region, there is still great geographical and cultural
distinction that has led to further division. Generally
the most common terms are “the Chesapeake,” in reference to
the Chesapeake Bay region, or upper South,
which included Maryland, Virginia, and parts of North Carolina.
The remaining colonies are often known as
the lower South, or “Plantation South,” for the common use of
the rich farm lands. These were generally the
least populated regions of Colonial America. In addition to the
mainland colonies, this plantation atmosphere
would carry directly into major Caribbean islands, including the
modern nations of Haiti, Cuba, and the
Dominican Republic, which were hotbeds for sugarcane.

The main difference between these two southern regions is what
the climate allowed the planters to grow.
The Chesapeake had a mild climate that was too hot for
European farms, but perfect for one of their most
desired imports: tobacco. Generally there was a high (in
comparison) population rate in this region, in addition
to large planter families. There was also a thriving slave
population.
Chesapeake
The ideal tobacco growing conditions of Maryland and Virginia
would become the first national jewel,
highlighted by the semi-inland port city of Jamestown. Success
would not come easy to Jamestown, as the
climate and poor management doomed wave after wave of
misguided settlers.
Arguably the greatest success only came from the unlikely
hospitality of the neighboring Algonquians, who
received only aggression in return for their aid. In 1624, after
three lackluster contracts with the Virginia
Company, James I would finally confiscate the Jamestown
settlement and put it directly under the direction of
the crown’s rule as a royal colony. The one major success of the
Jamestown settlement would be the almost
unexpected 1612 discovery of a successful West African cash
crop: tobacco. (For more information see
http://www.virtualjamestown.org/jrolfe.html.)
Being such a successful crop, due to the extreme diversity in the
climate from almost any European nation,
tobacco would soon become the most desired commodity in
Europe. Being the most economically powerful, it
would dominate the market with sprawling plantations and
massive armies of labor in the form of servants and

slaves—who would be shipped from the same West African
nations that shared the climate.
Lower South
Encompassing South Carolina, and (eventually) Georgia, this
region would have a striking difference in
population from their northern brothers. Slaves drastically
outnumbered Europeans, and there was little call
for luxuries or urban development. Land was at a premium, but
this region was hostile to the majority of
European immigrants. It was partially this issue that would
enhance the slave trade from West Africa.
Because of these two world regions (South Carolina and West
Africa) having a striking similarity in climate,
African slaves would be valuable resources in South Carolina,
not only as labor, but for their resistance to the
heat and diseases, and their familiarity with the items farmed.
Tobacco was not the only gem that the Americas produced. The
semi-tropical climate of the Lower South,
and even warmer weather in the Caribbean, would also provide
great economic opportunities. At this time,
rice and indigo were of great importance to the colonial
merchants, but would only grow in these tropical
climates.
Rice, a cheap and sustainable foodstuff, as well as scattered
inedible cash crops such as indigo, a blue plant
used for dyes, thrived in the southeastern climates. This led to
early market capitals, such as Charles Towne,
becoming surrounded by sprawling plantations eager to cash in.
Being such a cheap and easily replenished
source of food, rice was quickly a major industry, especially to
help feed the quickly growing labor populations
in the cash-crop capitals. Further south, the island of Barbados

would become the first of multiple Caribbean-
based plantation economies from which sugarcane would
become an export equal to, or perhaps even more
lucrative than, tobacco. It was the source of molasses, the main
ingredient in rum, sweeteners, and other
luxury products that would be desired throughout Europe by all
classes.
These new opportunities were not without their own dangers
and problems, however. Being in a significantly
warmer climate than the Europeans were used to, they had little
protection against diseases such as malaria,
http://www.virtualjamestown.org/jrolfe.html
UNIT x STUDY GUIDE
Title
which thrived, especially in the Southeastern swamps and rice
fields. In addition, due to the lack of disease
resistance Native Americans had to the Europeans (as
introduced in the previous unit), their mass
enslavement was not a viable labor option in North America.
This labor problem, coupled with the refusal to
forego the economic opportunities that America presented, fed
one of the most controversial early American
institutions: the Atlantic slave trade.
Regional Effect on Labor

To develop the labor point introduced earlier, there are some
important notes. The discovery of successful
cash crops would usher in the first major labor migration to the
colonies in contracted indentured laborers.
These laborers were often of lower class and/or without other
choice. They would be put to work in the New
World by a plantation owner for up to seven years in exchange
for the cost of their travel and some promised
“freedom dues,” which might include land, tools, food, or
clothing, upon completion of their service. The
planter would also be granted a headright benefit of land to
encourage this sale and production, both of which
greatly benefitted the colony in terms of trade, stability, and
interest to the crown. These “servants” would,
however, only be a short-lived aspect of the colonies. Soon,
land was no longer in ample supply to give out,
and many servants simply returned home, knowing the harsh
realities of service and quickly limited
opportunities.
Needless to say, with this labor program, a wide socio-economic
gap between social classes in the colonies
would emerge, and the economic concept of mercantilism took
precedence over all. Regional governors no
longer felt responsible to their people as the Crown passed
economic reforms (such as the Navigation Acts of
1650 and 1651) guaranteeing that the kingdom’s interests were
a monopoly called mercantilism, and these
colonies were firmly under the thumb of a monarch half a world
away.
A growing distrust and discontent would spark among the
colonists, especially the lower classes, and would
continue to compound over the next century, eventually
erupting into a war for independence. Independent

rebellions, however, were already visible along the Atlantic
coast. Probably the most well-known example is
Bacon's Rebellion of 1676, which would lead to a devastating
fire in Jamestown. Others, such as Culpeper’s
Rebellion, would also highlight the instability and failures in
the colonies. The Crown reacted to these threats
as simply the fallout of frontier wars and other such conflicts
with the Native Americans, such as King Philip’s
War and the Pueblo Revolt of 1680.
The Slave Trade
The slave trade thrived due to the decrease of European
indentured servitude and the negative response
disease had on Native Americans as a labor force. Though skin
color would quickly become a major
qualification, with the decline of indentures, it
should be noted that initially, the major
difference between servants and slaves was
length of service. Servants were contracted
labor with a set release, whereas slaves were
considered the property of their owner until
that owner deemed otherwise, often either
from transaction or a slave’s inability to work.
With the expansion into devastating climates,
and with many of the early contracts maturing,
the servant trade was quickly losing support.
Plantation owners did not want to part with
their valuable tracts of land or share profits
with another European family, and the usable
land in the colonies was quickly running out.
On the heels of Bacon’s Rebellion, those
lessons taught that a new labor option was
necessary for the success of the nation—that
option would become the Middle Passage, an

essential leg of the greater Columbian
Exchange (a.k.a. Triangle Trade), as seen in
Figure 1 above. Slaves would be taken from
the relatively similar West African climate,
Figure 1
UNIT x STUDY GUIDE
Title
forced onto large cargo ships, and carted to America with little
concern about health, hygiene, or safety,
to ports along the Chesapeake, Lower South, and Caribbean.
In 1663, successful Bahamian planters founded the first
Carolina settlement. This land, granted by King
Charles II, would be a southern border for the English colonies,
expanding the holdings of the English and
further defining the borders of the Spanish settlements in
Florida. This Chesapeake region would be the stage
that the slave trade needed to guarantee its success, not as much
for the hands as for the climate.
Africa had long been used for slave trafficking prior to
American settlement, but mainly on its Eastern border.
What appealed to American planters was the similar climate that
the American Southeast and African
Northwest share, including many crops, diseases, and conditions

that the ancient West African tribes had
evolved to survive. These were conditions that were not as
friendly to Europeans. Also, there was one other
major benefit in that Europeans and Africans were not as
susceptible to disease from one another as the
Native Americans had been. Centuries of trading had provided
the necessary adaptation to allow community,
and with that, the Atlantic slave trade began. By the dawn of the
eighteenth century, approximately three
decades after the Carolinas were granted colony status, the
Chesapeake was quickly growing in numbers
and divided by race. This affirmed that people were segregated,
meaning that laws, rights, and opportunities
were now clearly separated by skin color.
To gain this labor force, slaves would be literally stolen from
their families, sometimes betrayed by their own
leaders, in exchange for European cargo—often weapons. This
trade would begin the Middle Passage. Once
in America, those who survived would be hosed down, barely
covered, and taken one by one to be sold to the
highest bidder in the public square. There was no account for
family, children, or even language – young men
cost more than women, and children would generally require a
pre-existing community to ensure they would
grow up to pay back the investment.
During the course of the trade, which would last well into the
new nation, millions would be carted over from
their native lands—thousands would die either in captivity
waiting to board, from the putrid conditions of the
weeks of travel, or from the abusive tendencies of owners who
demanded obedience and ceaseless effort. A
small minority would be fortunate enough to have masters who
cared for their literacy, even breaking the law
to teach them basic math and reading. It is the memoirs of these

few that modern historians have to carry on
these stories to future generations in hopes that we never repeat
these mistakes.
The Middle Passage
The movement of slaves to the Americas was only one part of a
larger trade network better known as the
Middle Passage, seen in Figure 2 below. In all, the Triangle
Trade was a series of common expeditions,
which explains how goods came and went between Colonial
growers and tradesmen, British merchants and
industrialists, and African tribes. Each of the three areas would
continuously depend on the other two to
ensure their personal needs and growth, and the British Empire
was the largest beneficiary of this trade
through their regulation of ports and the taxes/levies on any and
all imported/exported goods on or at British
ships or ports through the Navigation Acts.
UNIT x STUDY GUIDE
Title
Without a doubt, the biggest loser in this trade was the common
African tribesman. European traders
from seafaring nations turned this interest in American labor
needs to their advantage by transporting

slaves. The travel of slaves to America was atrocious; they were
crammed beside and atop one another
from hull to deck, with netting rigged on the sides of
the boats, just in case a slave was to get free and try
to commit suicide by jumping. Several thousand
slaves would be coaxed, taken, or violently removed
from their tribal lands in West Africa and taken to the
colonial ports in America and the Caribbean. This
process was so violent that for every one slave taken,
there was also approximately one casualty. This may
be due to conditions of the capture, the shipment, or
from being left in a coastal “holding cell” for weeks
waiting for the boat to return for the next voyage.
Once in the Americas, slaves were subject to new
dangers in the form of European disease and a high
potential for cruelty. Part of this sentence was due to
laws forbidding them to be educated and ensuring
that they were considered nothing above property of
their master—an attitude that was believed to ensure
“superiority” over the now faceless laborers.
It is important then to address the question: why was
there a change from servant to slave labor? A few key
points to note include the following:
1. Monetarily, the cost to purchase a slave was approximately
twice that of a servant, because the
purchaser also had to cover passage costs and processing. This
is not including the renewing cost of
food, clothing, shelter, medicine, any promised goods, and other
basics for living to get back the
investment. As settlements became stronger and conditions
better, the life expectancy of laborers
also became longer. This meant that the original cost meant less

in time, and that the costs for a
temporary laborer, who was likely to survive indenture, were
becoming equivalent to those for a
permanent laborer. Men were valued more than women. Most
slaves were late teens/early adult, and
generally the further south, the worse the conditions were for
slave or servant.
2. Stories about the reality of indentured servitude got back to
Europe. Servants who had once signed
away their freedoms for the promise of some benefit from their
service, such as a plot of land, tools,
etc., would sometimes finish their indenture only to find those
promises not kept. With the growing
need for land and the entrepreneurial spirit, the land quickly
became more profitable to planters than
the person it was promised to. Many servants would simply go
back to Europe, feeling that there was
even less opportunity in America than had been in Europe to
begin with.
3. A solid amount of servants did use the indenture process to
earn their way to a chance at a better life,
and many early servants succeeded in doing so. However, not
all servants were volunteers. As labor
became scarcer, shippers found new means for obtaining bodies
to fill their ships, including the
purchasing of prisoners from jails, emptying orphanages,
pulling the poor off of the street, and even
some whispers of outright kidnapping. These laborers did not
have the motivations of the signed
indentures, and all too often, the return did not come on the
investment paid for them.
4. The law did not favor the slave, and owners could act
however they felt was best with their property. It

is important to note that there was an expected decorum for
families in America, including Christian
morals, and owners did not want to lose their investment. Even
as gruesome as many actions were, it
was to the benefit of the owners to treat their labor humanely.
Food, shelter, clothing, social
presence, and such would rarely be equal, but they were
provided to ensure that the investment was
beneficial.
5. It became convenient to be able to determine a social class
based on skin color alone. In the early
years of the slave trade in America, there is record of some
slaves earning/buying their freedom, and
even starting their own plantations, with slaves of their own. As
this labor system evolved, however, in
the eyes of the law, those of color, which sometimes included
Native Americans or other migrants to
the American colonies, did not have what would later be dubbed
“inalienable rights.” This meant, in
principle, that the rights of one culture would no longer be
privy to the basic rights of their fellow man
Figure 2
UNIT x STUDY GUIDE
Title

only because of the color of their skin. This difference was so
monumental that it even overshadowed
economic class in many cases.
6. With the increase of adult slaves came also an increase in
slave families. Though slaves had no
rights, the masters encouraged families as they felt it made
slaves less rebellious and more prone to
procreate. Children born of slaves were slaves, so realistically,
prosperous owners could ensure the
success of their plantations for generations without any
additional purchases, trade, or contracted
labor.
All of these factors increased the domination of the slave
system and ensured the increased subjugation of
African Americans (i.e., generations of African descendants
born in America), a topic that will be of paramount
importance in this and all remaining units. There were some
examples of rebellion, such as that in Stono, SC,
but life for the overwhelming majority of African descendants
was harsh and difficult. Today’s historians are
lucky to have significant records about these experiences,
thanks to testimonials and diaries of slaves and
abolitionists such as Olaudah Equiano, who, after his
enslavement, worked feverously against this labor
system. Equiano would be a major figure in the dissolving of
the slave trade in Britain; this is a topic that we
will explore again in later units.
Religion and the Colonies
Change, however, was not entirely monopolized by economics
in this time. Religion was also an essential
part of the daily life of most British citizens, and we will

discuss a few issues, both in Britain and in the
Americas.
In Europe, Protestantism was a growing force. As we have
discussed, new leaders arose on the heels of
Luther’s posting of his 95 Theses at Wittenberg in 1517.
Similarly, England’s King Henry VIII would abdicate
Catholic support in 1534 over a political power struggle with
then-Pope Clement VII. From that point on,
England was a Protestant nation under the guise of the Church
of England, headed by the absolute monarch.
Unlike the results brought about by Luther, not much would
change about how and where the Anglican
Church would operate. However, it would become the state
religion, and its following would be an essential
part of the law, especially in areas like the Chesapeake and
Lower South, which had limited option or urban
refusal.
This would change again during the Glorious Revolution of
1688. In short, the Stuart dynasty had long
refused to include Parliament in the decisions of the nation, and
their absolutist ideals irritated leadership.
What would finally put the support of the people against them,
however, would be a continued desire to rejoin
the pontiff in Rome and return to Catholicism. The people of
England feared an international monarch with so
much influence, and it did not help that the hated Spanish and
French remained two of the most loyal Catholic
nations on earth.
In 1688, King Charles II would have a son. Fearing a
continuation of his absolutist actions, the political
leaders usurped Charles, who fled to France. This “Glorious
Revolution,” thus named for its bloodless nature,

guaranteed Parliamentary power in all aspects of English
politics.
It also provided a bill of rights and saw the ascension of
William (heir to the Protestant Dutch crown) and Mary
(eldest daughter of Charles II, and with his abdication, rightful
heir) to the throne. With this change, the era of
absolutism in England ended. With the ousted monarchy, any
remaining Catholic sentiment in England,
including her colonies, was immediately the subject of public
aggression. In America, news of the revolution
made waves. Not only was this a revival of the rights of English
citizens, but it would also mean the removal
of several unfavorable appointments by Charles II and other
Catholic leaders and a reestablishment of the
Church of England as a religious, political, and government arm
of the crown.
For many Americans, nationalistic teachings begin with the
Mayflower’s destination at Plymouth (Plimoth)
Rock. However, as discussed so far, there was quite a bit of
European influence before that voyage, but the
influence of these new English sailors is still very significant to
the nation’s development. This fateful voyage
would eventually lead to the founding of Massachusetts Bay,
and from there, the larger New England region
as it is understood today.
The main motivation for this passage was religious freedom of a
small, yet highly devout, conservative
Calvinist religious group known as the Puritans (who we have
addressed earlier). In 1620, the Puritans would

UNIT x STUDY GUIDE
Title
come ashore at what is now Massachusetts, and in 1629, they
would set up a self-governed community
guided by the preservation of their beliefs from what they
considered the corrupt Church of England. It was
here in 1630 that Governor Winthrop’s famous “covenant with
God” speech would inspire the now multiple
passages’-worth of Puritans to form a religious utopia, free
from the destructive combination of church within
state—a concept that would also become central to a new nation
150 years later.
While Puritanism would lose much of its rigor with succeeding
generations, other religious groups, such as
the Quakers led by William Penn, would also migrate to this
region, stirring some aggression among the
conformist Puritans. From this charged atmosphere originated a
series of unbelievable accounts in the last
decade of the seventeenth century that would challenge the
strong religious influence which founded these
colonies: the Salem Witch Trials. The fallout of these trials
would include numerous unfortunate deaths as
well as a question about if the Puritan church had indeed
contaminated itself like the church it had initially fled
due to its close association with the State.
Eventually, this renewed atmosphere and large migrations
would bring a new opportunity for tolerance and
political balance, which was not without its own trials. The

middle colonies would be the first to open their
arms to all creeds, especially under the temporary Dutch rule,
but it too would insinuate the need for a strong
government of “good men,” another theme that would become
central to the founding of a new nation less
than a century later. With these districts now in place, the
English had successfully built a permanent empire
in America to rival that of Spain, but was it stable enough to
last like other, smaller colonies throughout the
world?
It is important to note that the Enlightenment challenged the
structure of religious authority, not religion itself.
A final example of religious cultural expression we will
introduce here is the Great Awakening. Taking place
primarily in the early 1700s and throughout the colonies, this
revival would preach the abdication of older
faiths if it meant the interference of a personal association with
religion. Among the more notable leaders
included the next generation of major religious figures, such as
Jonathan Edwards (“Sinners in the Hands of
an Angry God”), and inspiring speakers and revivalists, such as
George Whitefield and William Tennent.
These men would once again fill pews with their inspiring
messages, which appealed to all classes and
challenged all dissenters of the faith. This reintroduction of the
faith was one that challenged the need for
faceless tradition to live a Christian life and encouraged
following scriptures to choose to be saved or
damned.
Among those who would find inspiration are figures such as
Benjamin Franklin, American Founding Father
and noted multiculturalist, philanthropist, and controversial
statesman, as well as the aforementioned Olaudah
Equiano. This new telling of the ancient scriptures would

literally divide congregations between traditionalists
(Old Lights) and revivalists (New Lights). It challenged the
faith of many, but it would also eventually lead to a
series of new denominations in America, including some that
directly descended from the experiences of
slaves and freemen in a prejudiced America. Open to all, and
especially focused on appealing to women,
these sermons were instrumental in bringing people back to the
church after what had been a very powerful
wave of Enlightenment philosophy, highlighting the differences
between strict tradition and a personal
association with God.
Conclusion
In conclusion, the 1600s and early 1700s were a period of great
change and growth in the American colonies.
With each settlement desiring to create one form of utopia or
another, these colonies quickly became a
melting pot of opportunity, while becoming at the same time a
divided gathering of ideals. Looking back, it is
important to recognize perspective from all accounts: northern,
southern, rich, poor, white, black, Native
American, and European. To its beholder, each account would
be as valid and as justified as the next. Using
this understanding, it is highly suggested to look again at the
laws, governments, religions, and ideals of the
different groups: what kind of society was desired in America,
and were the differences really so different from
one another? Was division inevitable due to differences, or
could stronger management have appeased all
sides? These are questions that will lead directly into the
brewing conflict and defining crisis that would
institute a new nation.

UNIT x STUDY GUIDE
Title
Reference
Poe, E. (1849, April 21). Eldorado. Retrieved from
http://www.online-literature.com/poe/577/
Suggested Reading
To learn more about the Revolutionary War, while being able to
view portraits, maps, and more, please check
out the following website from Humboldt State University’s
History Department.
Olson-Raymer, G. (n.d.). Evolution or revolution? Retrieved
from
http://users.humboldt.edu/ogayle/hist110/unit2/revolution.html
To hone in on key terms and ideas from this unit, specifically
the map of the royal colony (12), please click on
the link below.

Chapter 03. (n.d.). Retrieved from
http://www.easynotecards.com/print_list/949
To learn more about the life and times of Olaudah Equiano
please check out the website below.
Williamson, J. (n.d.). Summary of the interesting narrative of
the life of Olaudah Equiano, or Gustavus Vassa,
the African. Retrieved from
http://docsouth.unc.edu/neh/equiano1/summary.html
Learning Activities (Non-Graded)
Flashcards
For a review of the key terms of the unit, click here to access
the interactive Unit II Flashcards in PowerPoint
form. (Click here to access a PDF version.)
Non-graded Learning Activities are provided to aid students in
their course of study. You do not have to
submit them. If you have questions, contact your instructor for
further guidance and information.
ral_Studies/HY/HY1110/15L/UnitII_Flashcards.ppsx
ral_Studies/HY/HY1110/15L/UnitII_Flashcards.pdf

As you read in Chapter 4 section 4.4, the centerpiece of the
rehearsal phase of metacognition is the strategy card. After
decoding tasks and strategizing how to FIT your Learning
Patterns to the task, you can use your knowledge of your
Learning Patterns to develop personal strategies to direct your
efforts. The most efficient way to do this is to develop a
personal strategy card.
Strategy cards convert general study skills into personalized
strategies for learning based on each learner’s Patterns.
Personal strategy cards are essential to effective rehearsal
because they help you address the requirements that you have
decoded from the assignment and they help you connect to the
instructor’s expectations. Strategy cards help you organize your
approach to achieving success on the task. They allow you to
practice “smarter, not harder.”
You are more effective when you develop a strategy card for
each major task or assignment. In doing so, you become more
disciplined and you match your efforts to each requirement. In
preparation for your reflection assignment that you will
complete in Week 5, we will use the Week 5 Final Reflection
assignment instructions for the decoding section of this strategy
card. This way, next week, you’ll be able to approach your
assignment with intention as you skillfully apply your Learning
Patterns.
Directions:
Your task is to complete your own Personal Strategy Card.
a. Watch the Completing Your Personal Strategy Card video
https://youtu.be/fAK3RpNzGg8.
b. You will be filling out the Personal Strategy Card form below
to complete the assignment.
EXP 105: Week 4
Personal Strategy Card
Name:

A. LCI Scores
Sequence
Precision
Technical
Reasoning
Confluence
Record your LCI scores in the boxes provided.
31
25
18
22
B. Carefully describe the degree to which you use each of your
Learning Patterns.
(Refer to the Personal Learning Profile you developed for your
Week Two assignment and any feedback provided by your
instructor to determine if you need to refine your responses as
you complete this section.)
Sequence:
Precision:
Technical Reasoning:
Confluence:
C. Identify all verbs and specific terms from the assignment
instructions and describe how each Learning Pattern will be

used to effectively complete the Week 5 assignment.
(Critically review the Final Reflection assignment in Week Five
and decode it.)
Sequence:
Precision:
Confluence:
D. Explain how you will Forge, Intensify, or Tether (FIT) your
Learning Patterns to implement personal strategies so you can
complete the Week Five assignment efficiently and effectively.
(If you do not need to FIT a Pattern, include a description of the
strategies you naturally use which help you to be successful on
these types of tasks.)
Sequence:
Precision:
Confluence:
Click to view a Model Personal Strategy Card (tips included!).
Many students have found that the instructions in this guide was
invaluable for completing the assignment successfully.
· Section A: List your LCI scores in the indicated boxes on the
Personal Strategy Card.

· Section B: Carefully describe the degree to which you use
each of your Learning Patterns. Refer to the Personal Learning
Profile you developed for your Week Two assignment and any
feedback provided by your instructor to determine if you need
to refine your responses as you complete this section.
· Section C: Critically review the Final Reflection assignment
instructions and decode them. Click here to download a copy of
the Week 5 Final Reflection instructions (in the online
classroom). Identify all verbs and specific terms from the
assignment instructions and describe how each Learning Pattern
will be used to effectively complete the Week 5 assignment.
· Section D: Explain how you will forge, intensify, or tether
(FIT) your Learning Patterns to implement personal strategies
so you can complete the Week Five assignment efficiently and
effectively. If you do not need to FIT a Pattern, include a
description of the strategies you naturally use which help you to
be successful on these types of tasks.
c. Save your work and then submit your Word document using
Waypoint.
4.4 The Action Phases of Metacognition
What follows is a list of the action phases that your mind goes t
hrough as it completes a learning task. The terms (seeFigure 4.2
) are words chosen to represent what occurs in each phase.
These are not scientific terms, but instead learner-
friendly descriptive words that allow a student to observe andun
derstand what is going on in his or her mind. They were chosen
to help students respond to the age-
old question:"What are you thinking?" and the equally frustratin
g criticism frequently leveled at them: "You know I can’t read y
ourmind!"
Phase 1: Mull
Virtually all tasks begin with some form of mulling—

meaning you get inside the assignment or the task and seek toun
derstand, "What am I being asked to do? Have I ever done this b
efore? What were the results? Do I want to repeatthose results o
r avoid them?" You don’t start to do anything until you have a s
ense of where you are going and howyou are going to do it. If th
e voices of your Patterns are crying out for clearer directions or
a greater sense of purpose,then ask for what you need. Don’t let
the frustration of not knowing how to start the task escalate fro
m simmeringquestions to boiling anger. Mulling is healthy; boil
ing isn’t. To avoid reaching that level of frustration, clarify wha
t isexpected of you by decoding the assignment.
Decoding is a learning strategy that helps you mull and connect
metacognitively to the instructor’s expectations. Thegoal of dec
oding is twofold: 1) to identify and clarify the intent of the dire
ctions—
that is, what the instructor expectsfrom you; and 2) to complete
the task in the way your instructor expects it to be done.
A pivotal tool to assist in decoding is a word wall; it is a chart d
ivided into four sectors, with each sector labeled for adifferent
Learning Pattern (see Figure 4.3). By using the cue words from
the word wall to indicate what Patterns arerequired to complete
the task, you can decode assignments, objectives, or any course-
related task.
Figure 4.3: Word Wall
Which decoding words do you think will help you decipher assi
gnments the most?
Source: © Let Me Learn, Inc.
When you are just beginning to learn how to decode, use a gene
ric word wall. As you become experienced at findingthe cue wor
ds in your assignments, add more of them to the word wall. As y
ou take more specialized courses, buildyour own word wall by i
dentifying the key terms associated with each subject and associ
ating them with each of thefour Learning Patterns.
Decoding tasks accurately is the main point of mulling. The step

s to decoding are the following:
1. First, read the directions for the task.
2.
Next, circle the verbs, specific terms, and titles that are intende
d to direct you.
3.
Then, using the word wall, find the words you circled within the
assignment, noting the Learning Pattern that eachword falls un
der. Go back to the directions, and above each word, write the fi
rst letter of the Learning Pattern it isdirecting you to use. See Fi
gure 4.4 for an example.
Figure 4.4: Decoding an Assignment: Critical Thinking
Decoding a task is an efficient way to discern what the task req
uires.
By breaking down the assignment into the Learning Patterns req
uired, you have a much clearer understanding of whatis expecte
d of you. At least three of the actions to be taken require the use
of Precision. Only one requires Sequenceand one requires Tech
nical Reasoning. This assignment calls for no Confluence. That
means that the instructor is notasking for your outside-the-
box ideas or unique perspective. The instructor wants an accurat
e description of criticalthinking (Precision) presented in a conci
se (Technical Reasoning) bulleted list (Sequence). Decoding the
task clarifiedhow to proceed and meet the instructor’s expectati
ons.
Now try your hand at decoding the task described in Figure 4.5.
Which would you circle as the key action words andspecific ter
ms and titles? Refer to the word wall to find each of your circle
d words, and determine the letter of theLearning Pattern that sh
ould go above the word(s). Remember: All terms and phrases fal
l under Precision even thoughthey may not be listed specifically
under that category.
Figure 4.5: Decoding an Assignment: Transformational Learnin

g Process
The more involved the requirements, the more important it is th
at you decode the assignment beforestarting.
What specific Learning Patterns are going to be required to com
plete this task? Can you identify when you will need tobe using
one Pattern more than another? Knowing the Patterns that you w
ill be called upon to use when completing aspecific task helps y
ou feel more confident about what the instructor’s expectations
are for the assignment, and whatyou are being asked to do to co
mplete it.
Dan, Cassie, and Nia all need to learn how to decode their assig
nments; it will save them valuable time, improve theirlearning o
utcomes, and increase their grades. Remember Dan’s dilemma?
Instead of generating ideas or organizing histhoughts, Dan beca
me fixated on the belief that he had no idea what he was suppos
ed to be doing. Cassie was faringeven worse: She sat in front of
her computer rereading the directions for the assignment, trying
to guess what theinstructor wanted her to do. Nia didn’t even re
alize that she needed to take the time to mull and decode theassi
gnment, which required a critical analysis with support from thr
ee sources. She simply wrote a paper stating heropinion of the a
rticle.
All three used their study time inefficiently and ineffectively be
cause they did not take the time to mull the assignmentand deco
de it. If they had, they would have saved valuable time and sub
mitted work that matched the expectations ofthe instructor.
Phase 2: Connect
The second action phase of metacognition is the act of mindfull
y connecting to the assignment. If you have mulled anddecoded
the assignment accurately, then you begin to make connections t
o the requirements of the task. Of coursethere are various types
of assignments, but most involve critical reading and critical wr
iting, and each requires that youinteract with text.

Connecting to Your Reading
Using the steps below to guide you, connect your ideas and expe
riences to the content of an assigned reading(s):
·
As you’re reading, think of a similar assignment you’ve had in t
he past. In your mind, can you begin to comparewhat you are re
ading now to what you have read in the past?
·
Jot down questions that cross your mind. Post your questions an
d read others’ responses to them.
·
Search for relevancy in the assigned reading. "Deep read" the pa
ssage, rather than skimming it.
·
Anticipate the conclusion of the assigned reading before you co
mplete it. Are you surprised by the outcome?
Understand what you are reading:
·
Look for a thread of logic or a progression of thought (e.g., Ste
p 1, Step 2, Step 3).
· Pick out new terminology and look up words you didn’t know.
·
Search for the central point; pull it together from different parts
of the reading if it is not explicitly stated.
· Consider the reading from several different angles.
Connect to the points in what you are reading by asking yoursel
f:
· Do you feel you were "of like mind" with the author?
· Do the facts speak to you?
· Can you relate your own experiences to its message?
·
Do you see any parts of the reading as a jumping off point for y
our own thinking?
Regardless of the type of assignment, intentional learners use th
eir Learning Patterns to connect to the task, first bymulling and
decoding, and next by connecting to it.

Neither Dan, nor Cassie, nor Nia invest in connecting to their as
signments. Each allows personal issues, including self-
doubt, fear of failure, and lack of personal investment of time, t
o get in the way of completing the assignmentsuccessfully. Non
e is likely to succeed on current or future assignments if each co
ntinues his or her current approach.Conversely, if they allow the
ir Patterns to guide them in connecting fully with the task at han
d, they are much morelikely to succeed (Johnston, 2005; Johnst
on, 2006).
FIT: Forge, Intensify, Tether
A second aspect of connecting to the assignment involves fitting
yourself to the task. FIT is an acronym comprised ofthe first let
ter of the words Forge, Intensify, and Tether. FIT describes the
type of self-
regulation you need to use inorder to fit your Learning Patterns
specifically to the task you are facing. Your goal should be to m
atch the amount ofeach Learning Pattern required of you to the
amount of that Pattern you use.
Take for example, the task decoded earlier (see Figure 4.4):
"Write in bulleted form a brief description of critical thinking."
When decoded, you recognize that the task requires you to use P
recision (as noted by three different terms, write,define, and crit
ical thinking) first and foremost. Suppose your Precision, at a sc
ore of 18, is borderline Avoid/Use asNeeded. In order for you to
complete the task successfully, you will need to temporarily inc
rease or forge yourPrecision to fit the task. Once you are consci
ous of the possible disconnect between the assignment and your
LearningPatterns, you can do something about it. Even though y
ou don’t enjoy operating at a high level of Precision, you areabl
e to do so once you recognize what the task calls for and you fin
d a strategy to help you increase your Precision tocomplete the t
ask.
As noted in Figure 4.5, the assignment you decoded requires yo
u to do the following:
Of the 17 key words decoded in this assignment, 12 require the

use of Precision. Two require Sequence, and threerequire Techn
ical Reasoning. None requires the use of Confluence. Clearly th
e assignment requires a great deal ofPrecision and a moderate u
se of Sequence and Technical Reasoning. But what if your Lear
ning Patterns don’t match theassignment? Do you give up? No,
you take action and forge the Pattern until it fits the level of Pre
cision required by theassignment.
Forge
The term forge is intended to be applied to those Patterns that fa
ll between 07 and 17 on the LCI "degree of use"continuum. The
purpose of forging a Pattern is to increase the use and performa
nce of it. Forging requires you to workin a way that you would
usually prefer not to. However, because you know the Pattern is
necessary for the task, youseek to make proper and appropriate
use of it. Impossible? No. Does it require your attention and int
ention?Absolutely! It also requires an increased use of mental e
nergy.
The amount of mental energy needed to alter your natural level
of performance in a Pattern is directly related to thedegree you
are required to use it. For example, Dan avoids Confluence (14).
He is not a risk-
taker, and this assignmentis asking him to do something he has
never done before. In addition, he almost avoids Precision (18).
Therefore, whenhe is required to "write, describe, and explain"
a specific term, his tendency to avoid Precision has him feeling
stressedand filled with doubt about his writing ability. Consequ
ently, he needs to use a significant amount of energy to intensif
y(energize) his Precision and forge (increase) his Confluence in
order to free himself to take on the assignment andbelieve he ca
n achieve.
Cassie, too, has a Pattern she avoids: Technical Reasoning (10).
It is not easy for Cassie to problem-
solve. By notknowing how to use her Technical Reasoning to gr
ound her Precision (29) and make it work for her, she allows her
mind to go round and round in circles, never certain of what to
do or how to proceed. Her Technical Reasoning couldprove help

ful to her in completing the assignment if she knew how to put f
orth the mental energy to forge its use. Forexample, she could u
se her Sequence to plan a step-by-
step approach to forging her Technical Reasoning and solve the
problem she is facing.
Forging is a metacognitive skill that takes patience, practice, an
d determination. Forging a Pattern is a challenge. Thesame is no
t the case if you use a Pattern at the Use as Needed level. Then i
ncreasing the use of it requires only thatyou intensify it.
Intensify
The term intensify is intended to be used with the Patterns that
you Use as Needed. Use as Needed Patterns scores fallfrom 18 t
o 24 on the LCI continuum. They are the "quiet" ones that stay i
n the background until called upon. If theyoperate closer to the
Avoid edge of the Use as Needed continuum, then they remain a
lmost dormant unless awakened.If they operate at close to the U
se First edge of the Use as Needed continuum, then they are mor
e actively and readilyavailable for use without a great deal of ef
fort. Your Use as Needed Patterns provide a rich set of options f
or you. Theyprovide a counterweight to the extremes of your Us
e First and Avoid Patterns.
Dan, Cassie, and Nia provide you with good examples of how th
eir Use as Needed Patterns can help balance the use oftheir othe
r Patterns. Dan Uses Precision as Needed, while Nia Uses Techn
ical Reasoning as Needed. Cassie has two Useas Needed Pattern
s, Sequence and Confluence. If they were aware of the potential
power of their Use as NeededPatterns, their study sessions woul
d be more productive. Dan could intensify his Precision and use
the increasedenergy to address the degree of Precision the writi
ng assignment is calling for, thus raising his confidence and low
eringhis self-
doubt. Cassie could awaken her Sequence and use it to feel mor
e secure in following the assignment’sdirections. She could also
use her Confluence to lessen her fear of doing the assignment i
ncorrectly, and instead, freeup her Precision to be willing to tak
e a little risk and trust that she is using the right words when sh

e makes herpoints in her analysis.
Nia also has a Pattern that could help her regulate her study beh
aviors. In Nia’s case, it is her Use as Needed Pattern ofTechnica
l Reasoning. If she were to intensify it, she would be better prep
ared to complete her written responsebecause her Technical Rea
soning would demand that she carefully craft it to meet the assi
gnment’s specifications. Ofcourse, Nia also has three Patterns t
hat she Uses First that drive her behaviors as a student in ways t
hat are not alwaysproductive. In many cases, she needs to tether
them.
Tether
The term tether is applied to those Patterns you Use First. These
are the Patterns that fall into the 25 to 35 range onthe LCI scori
ng continuum. These Patterns drive your life and your learning.
Of course, the challenge of using a combination of Use First Pat
terns in concert with your Avoid and Use as NeededPatterns is t
o do so with intention. In the case of your Use First Patterns, yo
u must stay alert for when thesedominating Patterns need to be t
ethered—that is, pulled back, held down, or restrained.
Tethering involves addressing those mental processes that leave
you feeling self-
assured and confident. Theysometimes must be restrained becau
se Use First Patterns do not necessarily represent competence. T
heir confidence issometimes misplaced, particularly when they a
re not the dominant Patterns required for a task. Thus, tethering
yourUse First Patterns helps you gain perspective and anchors y
ou to the current reality of the assignment, and it preventsyou fr
om getting stuck trying to do things the assignment doesn’t requ
ire or allow.
Dan, Cassie, and Nia all have Use First Patterns that warrant tet
hering because even Use First Patterns can mislead alearner. Fo
r example, Dan could benefit from tethering his Technical Reas
oning (30), his tendency to use few words,which can inhibit his
Use as Needed Precision (18). In the case of the assignment call
ing for an analysis with detailedsupport from three sources, he n
eeds to intensify his Precision and tether his Technical Reasonin

g in order to write apaper of an acceptable length, with sufficien
t supporting details.
Cassie could benefit from tethering her Precision (29) because it
makes demands for perfection on virtually everythingshe does.
Her Sequence (20) never organizes well enough; her Confluence
(22) never has good enough ideas; and herTechnical Reasoning
(10) is virtually ignored because it doesn’t help her have the pre
cise words to assist her whenwriting. When Cassie doesn’t tethe
r her Precision, all of her other Patterns are stifled.
Nia’s three Use First Patterns are a force to be reckoned with. C
ollectively, her Sequence (33), Precision (32), andConfluence (2
7) have her believing she can tune out the rest of the world and
listen only to what she perceives to bethe right structure (Seque
nce), the best answer (Precision), and the greatest idea (Conflue
nce). Tethering for Nia isvital. Only then will she be able to con
nect to the world outside of herself. Left untethered, Nia is desti
ned to continuedown an isolated pathway as a Strong-
Willed learner unable to recognize how she allowed her Patterns
to ambush hersuccess.
"FITing" your Patterns to a task takes energy. The task at hand
must be carefully and accurately decoded. The amountof resourc
es needed to accomplish the task needs to be carefully assessed.
Consequently, it is vital that you giveyourself the space emotio
nally, mentally, and physically to FIT your Patterns to the task.
Build in opportunities toregenerate your energy if you have bee
n tethering or forging your Patterns for several hours at a time,
because themental workout you will experience is every bit as ti
ring as an hour or two at the gym.
Know, however, that the effort is well worth it. Never underesti
mate the tremendous feeling of accomplishment thatawaits you
when you have succeeded in completing a task to a degree that y
ou have not achieved before. Always keepin mind that "Learnin
g strategies are most effective when students can make informed
choices about which strategiesto use in particular learning situa
tions" (Lovett, 2008).

Phase 3: Rehearse
A change in study behavior does not happen without practice. T
he metacognitive term is rehearse, a robust form ofpractice. Reh
earse involves studying the situation, preparing to meet expectat
ions, running through the actual sequenceof completing the assi
gned task or test, and then repeating the actions for the purpose
of improving your performanceor outcome. The rehearse phase a
llows your Patterns to go through a trial run to make certain that
the performance ofthe task, the completion of the project, and/o
r the public presentation will meet the standards set by the instr
uctor.Rehearsal prepares for expression by allowing any mistake
s to be identified and corrected in advance of submitting thefina
l product.
The centerpiece of the rehearsal phase is the personal learning t
ool called the strategy card. After decoding andstrategizing how
to FIT your Patterns to the task, you can use your knowledge of
your Patterns to develop personalstrategies to direct your effort
s. The most efficient way to do this is to develop a personal stra
tegy card (see Figure4.6).
Figure 4.6: Personal Strategy Card
Strategy cards convert general study skills into personalized str
ategies for learning based on each learner’sPatterns.
Personal strategy cards are essential to effective rehearsal becau
se they help you address the requirements that youhave decoded
from the assignment and they help you connect to the instructor
’s expectations. Strategy cards help youorganize your approach
to achieving success. They allow you to practice "smarter, not h
arder." You are more effectivewhen you develop a strategy card
for each major task or assignment. In doing so, you become mor
e disciplined andyou match your efforts to each requirement. Da
n, Cassie, and Nia can each benefit from developing personal str

ategycards to guide their study and completion of work.
Dan begins his next assignment using some personal learning str
ategies and tools. See Figure 4.7 for the newassignment, which
Dan has decoded. Then, using a strategy card, he matches his Pa
tterns to the task, and developsstrategies that will help him see t
he path to being successful, and thereby motivate him to comple
te the task efficientlyand effectively.
Figure 4.7: Dan’s Decoding of a New Assignment
After decoding his assignment, what Patterns does Dan now kno
w he needsto use?
Before he understood himself as a learner, Dan would have look
ed at the task and given up. Now that he knows how tometacogn
itively make his Patterns work for him, he invests himself in co
mpleting the task. Read through Dan’s strategycard (see Figure
4.8). What can you learn from Dan’s example?
Figure 4.8: Dan’s Strategy Card
After decoding his assignment, the personal strategy card helps
him FIT his Patterns to the Patterns theassignment requires.
Now it’s your turn. Using the same assignment as Dan, complet
e a strategy card in Worksheet 4.2. Begin by filling inyour LCI
scores and explaining the degree to which you use each of your
Patterns. Remember, you can refer to thePersonal Learning Prof
ile you developed in Chapter 2.
Next, look at the assignment again in Figure 4.7. How well does
what you are being asked to do match with yourLearning Patter
ns? Where are your Patterns comfortable? Where do you experie
nce a sense of discomfort? Once youhave identified the fit of yo
ur Patterns to the task, begin to fill in your strategy card.
Note that in order to FIT who you are as a learner to the assign
ment, you may need to use strategies in just one area,or in sever

al. See how well your Patterns match or to what degree you will
need to forge, intensify, and tether in each.Then complete the
worksheet.
Worksheet 4.2: Your Personal Strategy Card
How will this personal strategy card help you with your next ass
ignment?
Recording the strategies you use to achieve success in one assig
nment creates a resource bank that you can draw onthe next tim
e you are confronted with a similar one. Having a set of effectiv
e strategies also raises your confidence anddecreases your self-
doubt. Having personal learning strategies disciplines you to put
forth intentional, focused effort.Developing a strategy card req
uires you to invest, not avoid, and dig deeper, rather than skim t
he surface of the task athand. Using a strategy card keeps you gr
ounded in the requirements of each assignment and able to use y
our LearningPatterns skillfully.
Phase 4: Attend
In order to maintain the level of insight you gained about yourse
lf as you rehearsed, you will need to attend to usingthe strategie
s that brought you to a new level of achievement. Often, student
s who begin to use personal strategy cardsthat help them underst
and, study, and complete learning tasks set them by the wayside
once they have learned how tocomplete certain types of assign
ments successfully. They decide to operate on autopilot, based o
n the strategies theyhave used so far. In doing so, they jeopardiz
e all the study ground they have just conquered. They can quick
ly findthemselves back to square one, especially when a new typ
e of assignment rattles them. (Author’s note: As one whoavoids
Sequence, I frequently create a strategy card to help meet book
deadlines or to complete what for me aretedious tasks, such as
writing a grant proposal that is based on a strict set of requirem
ents that allow for no deviationfrom the format. It works on ma
ny levels, personally and professionally.)

The metacognitive phase that cautions you to attend to—
that is, to pay attention to—
a task also disciplines you to stayfocused and not waver from th
e high level of performance you have developed when using you
r personal strategies.Attending to a learning task is to be in an a
ctive state of focus, clearing away distractions, and concentratin
g on whatyou need to consciously do to complete the task well.
To attend means you don’t let up; you’ll continue to operate at a
high level of focused energy. The reason this is so important is t
hat when you submit your work, or complete anassessment, or i
n any way perform the action that you have been rehearsing, yo
u want it to occur at the same highlevel of performance that you
achieved during the rehearsal phase.
How many times have you seen a playoff in which one team win
s its division easily and must wait for its opponents tofinish out
a close series? When they finally begin the playoffs, supposedly
as the dominant team, the team’s play islackluster. Often, they
can’t get back the mojo they had in the earlier round. The team t
hat finishes first often loses itsability to attend at the same level
as the rival team that experienced no downtime. The attend pha
se of metacognitionis when you need to be coaching, encouragin
g, and challenging your Learning Patterns to be on alert and to c
ontinuedoing the work of intentional learning.
Phase 5: Express
To express means to go public with what you have been rehearsi
ng. It’s the real thing. To reach the metacognitivephase of expre
ss indicates that you have mulled, decoded, connected, FITed, r
ehearsed, developed personal strategies,and attended to maintai
ning a high level of performance. The paper being submitted is
your best work. The projectbeing presented is your best work. T
he comments being posted represent your best effort. All of you
r effort has beenprocessed and refined. It is the result of not me
re study habits, but the metacognitive behaviors of an intentiona
llearner determined to succeed.
Phase 6: Reflective Practice—Assess, Reflect, Revisit
The final phases of metacognition form the basis of something c

alled reflective practice, which is actually a part ofcritical think
ing. Reflective practice is also known as double-
looped learning because it takes you back to examine thedefinin
g questions you asked yourself as you entered into doing the ass
ignment (your assumptions, actions, anddecisions) and the resul
ts you achieved at the conclusion (success, partial success, or fa
ilure). Reflective practice allowsyou to learn from your decision
s and actions while determining their effectiveness. Don’t skip t
hese vital stages, as theyhelp you gain confidence and avoid rep
eating any mistakes.
Assess
The metacognitive phases, when faithfully followed, always incl
ude a time to assess. Unlike external assessment ortesting, the a
ssess phase of metacognition means confronting questions inter
nally, such as "What have I reallyachieved?" and "To what degr
ee have I achieved it?"
You need to ask yourself, "What is the outcome of my effort?" a
nd let the feedback from your instructor lead you toconsider the
results of your efforts. The metacognitive phase that follows lin
ks to this one—
it too focuses on thequestion, "What is the outcome of my effort
?"
Reflect
When you reflect, you begin your internal conversation with "A
s a result of my effort, I. . .." and you conclude with,"Next time,
I will. . ." When you reflect, you ask, "Where does the buck sto
p? Who is responsible for this success? Thisfailure? This mess?
"
This is the piece of professional and personal growth you may h
ave been missing. After all, anyone can use the phrase"mistakes
have been made" to anonymously attribute failure and blame. B
ut only mindful individuals with a clear senseof their personal L
earning Patterns face themselves (Osterman & Kottkamp, 2004)
and say precisely, "I screwed up, andI am prepared to take the h
eat for it."
Nia, the Strong-

Willed learner, avoids this phase of learning at all costs. Her un
willingness to reflect costs her. Usingyour metacognition well e
quips you to reach a powerful self-
awareness and to be open to ask, "What did I allow myselfto do
? What did I fail to do? Where did my Learning Patterns steer m
e off course?"
This is the autopsy of failure and of success. Without intentiona
lly focusing on your actions, approaches, and thoughts,you are d
oomed to continue to achieve less than you could. You cannot c
ontinue to repeat the same actions, believingthat they will yield
a different outcome. Reflection requires us to face ourselves—
specifically how we have used ourmetacognitive talk and our sel
f-
correcting opportunities and how we have failed to do so. This i
s the key to being anintentional learner.
Revisit
The good news found in reflective practice is that it does not co
nclude with simply assigning blame or with rewardingsuccess.
Reflective practice invites you instead to revisit your metacogni
tive phases, noting both those that enrichedand those that frustr
ated your venture. Revisiting metacognitive decisions serves to
reinforce the specific strategiesthat led to success and to reconsi
der those that led to failure. Revisiting grows both metacognitiv
e capacity andpersonal insight.
There is no doubt that when you understand your Learning Patte
rns and are aware of the internal talk of your Patternsas they wo
rk through the metacognitive phases, you are well equipped, as
Peter Senge, the guru of professionaldevelopment, describes, "t
o consistently enhance your capacity to produce results that are
truly important to you"(1999, p. 45).
Unit II Scholarly Activity
After reading the lecture and required readings for this unit, use
the knowledge you have learned to write a three-page essay on

one of the topics below:
lo Revolt; and
In order to support your discussion, you will need to select at
least one outside source from the CSU Library. Your essay must
address, but are not limited to, the following items listed below:
This may include what happened, the
reason, setting, location, timeline, outcome, and casualties.
America impacted your chosen conflict.
caused this event to occur. How have these ideals and
philosophies changed to the way we live today?
limited to, what was inevitable or avoidable, and what was
beneficial or costly.
Again, be sure to review the required reading about what to
look for in a scholarly resource, and if you have trouble
locating an article, contact a librarian to assist you. Your
assignment, which should be three pages’ total, will not be
accepted if your source(s) are not available in CSU’s Online
Library, and the article you choose must be completely cited
and referenced.

HY 1110, American History I 1 Course Learning Outcomes f.docx

Recommended

Recommended

More Related Content

Similar to HY 1110, American History I 1 Course Learning Outcomes f.docx

Similar to HY 1110, American History I 1 Course Learning Outcomes f.docx (11)

More from wilcockiris

More from wilcockiris (20)

Recently uploaded

Recently uploaded (20)

HY 1110, American History I 1 Course Learning Outcomes f.docx