AP US History (APUSH) Summer Assignment 2015­2016 Mrs. Jones

www.mrskellyjones.weebly.com Kelly.Jones@BeaverLocal.org

Welcome to APUSH! I would first like to congratulate you on the commitment of your time and energy to the Advanced Place United States History. This will be a demanding course;a course that will challenge your mind and engage all of your faculties over the 2015­2016 school year. Our time is very limited during the school year. Thus, we have to begin our studies over the summer in order to cover all areas of study. Enclosed within this packet are instructions and readings for the summer assignments: *Please note if you are on vacation when an assignment is due I need to be notified in advance to turn your assignment in BEFORE you leave!* We will follow our handbook regarding all assignments (including summer assignments). Assignments that are 1­day late will result in 50% of your earned score; assignments after 1­day late will result in a zero. The enclosed assignments have varying due dates. You will have various assignments per month. This summer work will count as a major test grade. The first exam will take place during the 1st week of class. Begin your work right away and schedule a regular time during the summer to complete it. Avoid doing assignments last minute. Spread your work out over the course of the assignment in small pieces to avoid over stressing. By doing so you will retain the material more effectively and set yourself up for a more successful regimen during the school year. It is the effort you put forward this summer that will set the tone for your coming school year. Procrastination and lax attention will beget the same. Start the school year strong by putting in the time, effort, dedication, and attention to detail this summer. We will cover 2­3 chapters per week during the school year. The summer assignment will give you a good idea on what expectations will be for a two­week period during the school year. (Throughout the school year, the reading and Guided Reading assignments must be completed on your time ­­ at home; in your own handwriting). Should you have any questions regarding this work or course, please do not hesitate to contact me. So I know that you are able to contact me, please send me an email with your name and a brief message as to what your goals are for this course. Thank you for taking the plunge into APUSH and committing yourself to an academic rigorous program. Please do not forget to enjoy yourself this summer with your family and friends. A well­rested student is also an academically successful student! I am looking forward to taking this journey with you. Mrs. Kelly Jones Instructor, APUSH

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Beaver Local High School AP US History Summer Assignment 2015­2016

Keep In Mind:

1. Enjoy your summer. These few assignments should not consume all of your free time this summer. Go climb a tree, take a swim, or stroll the mall with your friends. You will wish for that free time during the school year. 2. Explore history. If you take a caction see if you can stop at an historical marker along the way. Or, do a little research about the place you are visiting. Take the time to start thinking historically. History is all around you if you allow yourself to see it! 3. Read. Try to read several books over the course of the summer. You will do a ton of reading in this class next year and if you are not in the habit of turning pages, it will be more difficult to adjust. Read fiction, if that is your choice, but try picking up a historical book as well. There are some real page­turners about American history. Ask at the library and they will be delighted to steer you in the right direction. 4. Write. Keep a journal for the summer, or try to write a short story. The more you write the easier it is to write well. You will do a lot of writing in this class. The more comfortable you are with writing the more successful you will be. 5.Become an informed citizen. Read the newspaper. Watch CSPAN. Try to keep updated on the world’s events. Develop an opinion about Obama’s successes and failures as a president. 6.Learn your geography. Geography is going to play an important part in this course. Do you know all 50 states? Learn them. Can you find the mountain ranges of the US on the map? What about rivers, lakes and oceans? Memorize them. The more you know the farther ahead you will be. 7. Watch history movies! Do you really need to watch Ironman 2 or Frozen again? Of course not! If you have a free evening­ try to watch something historical. Visit http://www.historyplace.com/films/index.html for suggestions, or type­ “good history movie” into Google and see what comes up! 8. Memorize the Presidents. You will need to do this for the AP Exam in May, so you may as well get a jump start. Try to do them in blocks of 3: Washington, Adams, Jefferson (pause) Madison, Monroe, Adams… 9. Explore your family history. Stuck for a conversation starter at dinner? Ask your elders what it was like growing up. DO they remember any significant events in American history? How were they affected? You’ll be surprised how interesting people’s lives really are. 10. Become familiar with technological sources of information: Crash Course US History on YouTube; cnn.com; foxnews.com; bbc.com; etc.

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AP US History Summer Assignments 2015­2016

Directions: It is vital that throughout this course and your academic years that you uphold your academic integrity and honesty. Every assignment, activity, discussion, and/or project that I ask you to complete is designed with a purpose. I thrive to provide you with the opportunity to learn history but most importantly to grow as a contributing member of society utilizing U.S. history as the gateway. DO NOT HESITATE TO ASK FOR ASSISTANCE. I WILL DO EVERYTHING WITHIN MY POWER TO ASSIST YOU IN YOUR JOURNEY. You must drop your summer assignments off at the school BY the due date. The day it is due, I will hold office hours. However, if you turn in your assignments before the due date or not during my office hours on the due date, please place them in my mailbox in the teacher’s lounge. You may need to ask a janitor or administrator to unlock the teacher’s lounge door. Make sure that all work is your own­ part of this assignment is to help you evaluate your own strengths and weaknesses in reading, note taking, critical thinking, and writing. These assignments will also allow you to determine if this AP class is for you! (You have until June 30th to drop this course without taking an F). We will grow as learners, thinkers, and contributors as the year progresses:) House­keeping that must be completed FIRST (by Tuesday, June 2nd):

1. Create a Google Account 2. Create an APUSH CHAT folder in your google drive. 3. Send me an email at Kelly.Jones@BeaverLocal.org; type “chat” in the subject line. Type me

a message stating that you are ready for me to SHARE our google doc “APUSH CHAT ZONE” with you. This APUSH CHAT ZONE document is created to serve as an ongoing “chat” forum throughout the summer and the course. WHEN YOU HAVE A QUESTION OR FEEL LIKE POTENTIALLY ANSWERING PEER QUESTIONS; this is the first place of contact! I WANT THIS TO BE OUR FIRST POINT OF COMMUNICATION. If you have a particular question: it is safe to assume that others have that same question. Instead of answering the question 20 times via email… let’s take care of it here. This is also a place where you will collaborate with your peers AND ME regarding assignments, content questions, etc.

4. Sign up for Remind 101 (Open your text app; type @110percent in the text box to this phone # 81010)

Extra credit: ask your parent(s) to sign up… place your name/Mom/Dad/Grandma/pa as their name (eg. MicahJ’s Mom)

5. Turn in your SIGNED CONTRACTS.

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JUNE: Due Monday, June 29, 2015 (Office Hours 8am­10am on Monday, June 29)

1. Read Chapters 1­4 in the American Pageant. 2. Complete Chapter Guided Reading Terms & Questions in your own legible

handwriting. (included in packet) for EACH CHAPTER; you may also find a copy of the Guided Readings in the Guided Reading icon in the APUSH class on my weebly website.

3. Complete attached Map(s) a. Map of New World Beginnings (use colors where appropriate) b. Map of European Colonial Claims Map: (color & label)

Read the directions for this assignment from the handout in the packet titled “EUROPEAN COLONIAL CLAIMS MAP (SPANISH, FRENCH, ENGLISH)”

4. Complete Colonial Patterns Worksheet (your reading assignments & map will help you with this)

JULY: Due Monday, July 20, 2015 (Office Hours 8am­10am on Monday, July 20)

1. Find the Map titled “North American Indian Peoples at the Time of First European Contact” (title is written in my handwriting) and is the 1st map in “JULY HANDOUTS.”

Find the colored version of this map on my weebly website (www.mrskellyjones.weebly.com). It will be in the Period 1 folder under the in the “N. Am. Indian Peoples” button.

Color the map and the Dominant Economic Activity Legend exactly as it appears in the colored version of the map on my webpage.

Label the Indian Cultures (Plateau/ Great Basin/ Great Plains/ Southwest/ Southeast/ Northeast). You will find these cultures on page 9 of your textbook.

Answer the attached prompt from the packet regarding the development of such societies. (Titled North American Indian Peoples at the Time of First European Settlement”)

2. Complete the assignment from the handout titled “Mapping the Columbian Exchange” 3. Complete the 13 Colonies Map (label and color)

THE ASSIGNMENT FOR AUGUST IS ON THE NEXT PAGE

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AUGUST: Due Tuesday August 25, 2015 (Office Hours 3pm­4pm on Tuesday August 25)

1. Read Chapter 5 in the American Pageant. 2. Complete attached Chapter Guided Reading Terms & Questions in your own legible

handwriting. (included in packet); also in my APUSH folder inside the Guided Reading Colonial Map: Create a visual map of EACH different region that depicts each of the following

criteria. As you create your map, you want to portray neatness, organization, vividness, and a legend that explains your symbols. YOU WILL CREATE 4 SEPARATE MAPS. 1. NEW ENGLAND COLONIES; 2. MIDDLE COLONIES; 3.CHESAPEAKE COLONIES; 4. SOUTHERN COLONIES

Regions: New England Colonies; Middle Colonies; Chesapeake; Southern Colonies *location *names each of colony *name of the group of colonies (region) *motives for colonization *agriculture *religious influence *production *labor source *environmental impact (how does the environment influence society) *imports (who/what) *exports (who/what) *resources (anything that can be used to satisfy human wants and needs)

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2015 APUSH Summer Assignment for JUNE

Theme #1 Exploration and Discovery DUE: JUNE 29, 2015 (Monday)

BIG PICTURE THEMES: Chapter #1: New World Beginnings 1. The New World, before Columbus, there were many different NAtive American tribes. These people were very diverse. In what’s today U.S., there were an estimated 400 tribes, often speaking different languages. It’s inaccurate to think of “Indians” as a homogenous group. 2. Columbus came to America looking for a trade route to the East Indies (Spice Islands). Other explorers quickly realized this was an entirely New World and came to lay claim to the new lands for their host countries. Spain and Portugal had the head start on France and then England. 3. The coming together of the two world had world changing effects. The biological exchange cannot be underestimated. Food was swapped back and forth and truly revolutionized what people ate. On the bad side, European diseases wiped out an estimated 90% of Native Americans. IDENTIFICATIONS: Chapter #1: New World beginnings (pages 4­24) 1. Marco Polo ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. Montezuma ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. Christopher Columbus ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4. Treaty of Tordesillas ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 5. Mestizos _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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6. Spanish Armada ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 7. “Black legend” ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 8. Conquistadores ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 9. Joint stock company ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 10. Encomienda system ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ GUIDED READING QUESTIONS: Chapter #1: New World Beginnings (pages 4­24) Sample Answers (from chapter 1) Questions Directions: ­After reading the section and taking your notes, consider the question ­ Base your answer on the reading/ your notes and any prior knowledge you may have ­ Make sure your answer contains appropriate historical details to support your answer Sample Question #1: What developments set the stage for “a cataclysmic shift in the course of history?” Changes in Europe encouraged exploration. Europeans had a high demand for imported luxury goods which encouraged long distance ocean travel. The Portuguese had demonstrated the ability to sail long distances successfully. Africa had been established as a source for slaves by the Portuguese. Powerful nation­states began to form which could finance expensive exploration. The Renaissance nurtured an

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ambitious optimistic spirit. The development of printing presses helped to spread knowledge. The compass, developed from Arabic and Chinese origins, helped sailors find where they were going. Introduction Know: Old World, New World 1. What conditions existed in what is today the United States that made it “fertile ground” for a great nation? The Shaping of North America Know: Appalachian Mountains, Tidewater Region, Rocky Mountains, Great Basin, Great Lakes, Missouri­Mississippi­Ohio River System

2. Speculate how at least one geographic feature affected the development of the United States. Peopling the Americas Know: Land Bridge 3. “Before the arrival of Europeans, the settlements of the Americas was insignificant.” Assess this statement. The Earliest Americans Know: Maize, Aztecs, Incas, Pueblo, Mound Builders, Three­sisters Farming, Cherokee, Iroquois

4. Describe some of the common features North American Indian culture.

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Indirect Discoverers of the New World Know: Finland, Crusaders, Venice, Genoa

5. What caused Europeans to begin exploring? Europeans Enter Africa Know: Marco Polo, Caravel, Bartholomeu Dias, Vasco da Gama, Ferdinand and Isabella, Moors

6. What were the results of the Portuguese explorations of Africa? Columbus Comes upon a New World Know: Columbus

7. What developments set the stage for “a cataclysmic shift in the course of history?” When Worlds Collide Know: Corn, Potatoes, Sugar, Horses, Smallpox

8. Explain the positive and negative effects of the Atlantic Exchange. The Spanish Conquistadors Know: Treaty of Tordesillas, Vasco Nunez Balboa, Ferdinand Magellan, Juan Ponce de Leon, Francisco Coronado, Hernando de Soto, Francisco Pizarro, Encomienda

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8. Were the conquistadors great men? Explain. Makers of America: The Spanish Conquistadors Know: Granada, Moors, “Reconquista”

9. Were the conquistadors’ motives successfully fulfilled? Explain. The Conquest of Mexico Know: Hernan Cortés, Tenochtitlán, Montezuma, Mestizos

10. Why was Cortes able to defeat the powerful Aztecs? The Spread of Spanish America Know:John Cabot,Giovanni da Verrazano, Jacques Cartier, St. Augustine,New Mexico,Pope’s rebellion, Mission Indians, Black Legend 11. What is the “Black Legend,” and to what extent does our text agree with it?

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2015 APUSH SUMMER ASSIGNMENT for JUNE THEME #2 EUROPEAN SETTLEMENT

DUE: JUNE 29, 2015 (Monday) BIG PICTURE THEMES: Chapter #2 The planting of English America (pp.25­42) 1. Jamestown, VA was founded with the initial goal of making money via gold. They found no gold, but did find a cash crop in tobacco. 2. Other southern colonies sprouted up due to (a) the desire for more tobacco land as with North Carolina, (b) the desire for religious freedom as with Maryland, ( c) the natural extension of a natural port in South Carolina, or (d) as a “second chance” colony as with Georgia. IDENTIFICATIONS: Chapter #2: The Planting of English America (pp. 25­42) Powhatan __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ John Rolfe __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Sir Walter Raleigh __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ James Oglethorpe __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ John Smith _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

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_________________________________________________________________________ House of Burgesses _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ “Slave Codes” 1661 _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Proprietor _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Indentured Servant _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ “Starving Time” _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Act of Toleration _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Iroquois Confederacy _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

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GUIDED READING QUESTIONS: Chapter #2 The Planting of English America (pp. 25­42) England’s Imperial Stirrings Know: Henry VIII, Queen Elizabeth, Catholic Ireland

1. Why was England slow to establish New World colonies?

Elizabeth Energizes England Know: Francis Drake, Sir Walter Raleigh, Virginia,Spanish Armada

2. What steps from 1575­1600 brought England closer to colonizing the New World? England on the Eve of Empire Know:Enclosure Movement, Primogeniture, Joint­stock company

3. Explain how conditions in England around 1600 made it “ripe” to colonize N. America. England Plants the Jamestown Seedling Know: Virginia Company, Jamestown, John Smith,Powhatan, Pocahontas,Starving Time, Lord De La Warr

4. Give at least three reasons that so many of the Jamestown settlers died.

Cultural Clash in the Chesapeake Know: Powhatan’s Confederacy, Anglo­Powhatan Wars

5. What factors led to the poor relations between Europeans and Native Americans in Virginia?

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Virginia: Child of Tobacco Know: John Rolfe, Tobacco, House of Burgesses

6.”By 1620 Virginia had already developed many of the features that were important to it two centuries later.” Explain. Maryland: Catholic Heaven Know: Lord Baltimore, Indentured Servants, Act of Toleration

7. In what ways was Maryland different than Virginia?

The West Indies: Way Station to Mainland America Know: West Indies, Sugar, Barbados Slave Code

8.What historical consequences resulted from the cultivation of sugar instead of tobacco in the British colonies in the West Indies? Colonizing the Carolinas Know: Oliver Cromwell, Charles II, Rice

9. Why did Carolina become a place for aristocratic white and many black slaves? The Emergence of North Carolina Know: Tuscarora

10. North Carolina was called “a vale of humility between two mountains of conceit.” Explain.

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Late­Coming Georgia: The Buffer Colony Know: James Oglethorpe

11. In what ways was Georgia unique among the Southern colonies? The Plantation Colonies

12.Which Southern colony was the most different from the others? Explain

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2015 APUSH Summer Assignment for JUNE Theme #3 English Settlement DUE: JUNE 29, 2015 (Monday)

BIG PICTURE THEMES: Chapter #3: Settling the Northern Colonies (pages 43­65) 1. Plymouth, MA was founded with the initial goal of allowing Pilgrims, and later puritans, to worship independent of the Church of England. Their society, ironically, was very intolerant itself and any dissenters were pushed out of the colony. 2.Other New England colonies sprouted up, due to (a) religious dissent from Plymouth and Massachusetts was with Rhode Island, (b) the constant search for more farmland as in Connecticut, and © just due to natural growth as in Maine. 3.The Middle Colonies emerged as the literal crossroads of the north and south. They held the stereotypical qualities of both region: agricultural and industrial. And they were unique in that (a) New York was born of Dutch heritage rather than English, and (b) Pennsylvania thrived more than any other colony due to its freedoms and tolerance. IDENTIFICATIONS: Chapter #3: Settling the Northern Colonies (pages 43­65) Anne Hutchinson _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Roger Williams _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ William Bradford _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ William Penn _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ John Winthrop _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

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The “Elect” _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Predestination _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Pilgrims _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ New England Confederation _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Calvinism ________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Massachusetts Bay Colony _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Dominion of New England _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ The Puritans _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Separatist _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

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Quakers _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Protestant Ethic _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Mayflower Compact _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Fundamental Orders _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ GUIDED READING QUESTIONS: Chapter #3 Settling the Northern Colonies 1619­1700 The Protestant Reformation Produced Puritanism Know: John Calvin, Conversion Experience, Visible Saints, Church of England, Puritans, Separatists

1. How did John Calvin’s teachings result in some Englishmen wanting to leave England?

The Pilgrims End Their Pilgrimage at Plymouth Know: Mayflower, Myles Standish, Mayflower Compact, Plymouth, William Bradford

2. Explain the factors that contributed to the success of the Plymouth colony. The Bay Colony Bible Commonwealth Know: Puritans, Charles I, Massachusetts Bay Colony, Great Migration, John Winthrop

3. Why did the Puritans come to America?

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Building the Bay Colony Know: Freeman, Bible Commonwealth, John Cotton, Protestant Ethic

4. How democratic was the Massachusetts Bay Colony? Explain. Trouble in the Bible Commonwealth Know: Anne Hutchinson, Antinomianism, Roger Williams

5. What happened to the people whose religious beliefs differed from the others in Massachusetts Bay Colony? The Rhode Island “Sewer” Know: Freedom of Religion

6. How was Rhode Island different than Massachusetts? Makers of America: The English

7. In what ways did the British North American Colonies reflect their mother country? New England Spreads Out Know: Thomas Hooker, Fundamental Orders

8.Describe how Connecticut, Maine and New Hampshire were settled/

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Puritans versus Indians Know: Aquanto, Massasoit, Pequot War, Praying Towns, Metacom, King Philip’s War

9. Why did hostilities arise between Puritans and Native Americans? What was the result? Seeds of Colonial Unity and Independence Know: New England Confederation, Charles II

10. Assess the following statement, “ The British colonies were beginning to grow closer to each other by 1700.” Andros Promotes the First American Revolution Know: Dominion of New England, Navigation Laws, Edmund Andros, Glorious Revolution, William and Mary, Salutary Neglect

11.How did events in England affect the New England colonies’ development? Old Netherlanders at New Netherlands Know: Dutch East India Company, Henry Hudson, New Amsterdam, Patroonships

12. Explain how settlement by the Dutch led to the type of city the New York is today. Friction with English and Swedish Neighbors Know: Wall Street, New Sweden, Peter Stuyvesant, Log Cabins

13. “Vexations beset the Dutch company­colony from the beginning.” Explain.

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Dutch Residues in New York Know: Duke of York

14. Do the Dutch have an important legacy in the United States? Explain. Penn’s Holy Experiment in Pennsylvania Know: Quakers, William Penn

15. What had William Penn and other Quakers experienced that would make them want a colony in America? Quaker Pennsylvania and Its Neighbors Know: East New Jersey, West New Jersey, Delaware

16.Why was Pennsylvania attractive to so many Europeans and Native Americans? The Middle Way in the Middle Colonies Know: Middle colonies, Benjamin Franklin

17. What do the authors mean when they say that the middle colonies were the most American?

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2015 APUSH Summer Assignment for JUNE THEME #4 AMERICAN LIFE IN THE SEVENTEENTH CENTURY

DUE: JUNE 29, 2015 (Monday) BIG PICTURE THEME: Chapter #4 American Life in the Seventeenth century (pages 66­83) 1. The Southern colonies were dominated by agriculture, namely (a) tobacco in the Chesapeake and (b) rice and indigo further down the coast. 2. Bacon’s Rebellion is very representative of the struggles of poor white indentured servants. Nathaniel Bacon and his followers took to arms to essentially get more land out west from the Indians. This theme of poor whites taking to arms for land, and in opposition to eastern authorities, will be repeated several times (Shay’s Rebellion, Paxton Boys, Whisky Rebellion). 3. Taken altogether, the southern colonies were inhabited by a group of people who were generally young, independent­minded, industrious, backwoodsy, down home, restless and industrious. 4. A truly unique African­American culture quickly emerged. Brought as slaves, black Americans blended aspects of African culture with American.Religion shows this blend clearly, as African religious ceremonies mixed with Christianity. Food and music also showed African­American uniqueness. 5. New Englanders developed a Bible Commonwealth­ a stern but clear society where the rules of society were dictated by the laws of the Bible. This good­vs­evil society is best illustrated by the Salem witch trials. 6. Taken altogether, the northern colonies were inhabited by a group of people who grew to be self­reliant, stern, pious, proud, family oriented, sharp in thought and sharp of tongue, crusty, and very industrious. IDENTIFICATIONS: Chapter #4: American Life in the Seventeenth Century (Pages 66­83) William Berkeley _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Headright System _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Indentured Servants _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Stono Rebellion

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_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Bacon’s Rebellion _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Leisler’s Rebellion _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Halfway Covenant _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ GUIDED READINGS: Chapter #4 American Life 1607­1692 The Unhealthy Chesapeake

1. “Life in the American wilderness was nasty, brutish, and short for the earliest Chesapeake settlers.” Explain The Tobacco Economy Know: Tobacco, Indentured Servants, Freedom Dues, Headright Systems

2.What conditions is Virginia made the colony right for the importation of indentured servants?

Frustrated Freemen and Bacon’s Rebellion Know: William Berkeley, Nathaniel Bacon

3. Who is the most to blame for Bacon’s rebellion, the upper class or the lower class? Explain.

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Colonial Slavery Know: Royal African Company, Middle Passage, Slave Codes, Chattel Slavery

4. Describe the slave trade Africans in America Know: Gullah, Stono Rebellion

5.Describe slave culture and contributions.

Southern Society Know: Plantations, Yeoman Farmers

6. Describe southern culture in the colonial period, nothing social classes. The New England Family Know: The Scarlet Letter

7. What was it like to be a women in New England

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Life in the New England Towns Know: Harvard, Town Meetings

8.Explain the significance of New England towns to the culture there. The Half­Way Covenant and the Salem Witch Trial Know: Jeremiad, Conversions, Half­Way Covenant

9. What evidence shows that New England was becoming more diverse as the 17th century

wore on? The New England Way of Life Know: Yankee Ingenuity

10. How did the environment shape the culture of New England The Early Settler’s Day and Ways Know: Leisler’s Rebellion

11.How much equality was evident in the colonies?

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AP US History June Summer Assignment 2015­2016 DUE: JUNE 29, 2015 (Monday)

Map of New World Beginnings

Directions: using your textbook and additional resources as necessary, carefully fill in the following map with the items listed below. Please read the list carefully and completely before beginning your work. Bodies of Water: (label only) 1. Atlantic Ocean 2. Pacific Ocean 3. Caribbean Sea 4. Great Lakes (specific) 5. Missouri­Mississippi ­Ohio River System 6. Columbia­Snake River System 7. St.Lawrence River System 8. Hudson River Geographic features/landforms: (label only) 1. Appalachian Mountains 2. Rocky Mountains 3. Great Basin 4. Great Plains 5. Location of the Bering Land Bridge 6. Tidewater Region Transportation

1. Central Pacific and Union Pacific Railroad (first transcontinental railroad) 2. Erie Canal 3. Interstate 90 4. National (or Cumberland) Road

Journeys and Expeditions

1. Route of Lewis and Clark Expedition 2. Trail of Tears

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New World Beginnings Map DUE: JUNE 29, 2015 (Monday)

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EUROPEAN COLONIAL CLAIMS MAP (SPANISH, FRENCH, ENGLISH)

European Colonial claims by 1700:

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1. Read the attached handout titled “Comparing Settlement Patterns: New Spain, New France, and

British North America 2. Pull up the North America 1700 map from my weebly site (Period 1; Settlements (Fr.Sp.Br)

Button) (use map colors to shade in the following settlements and label the map correctly)

AND create a LEGEND 1. English 2. French 3. Spanish

3. Use this colored map, your “Comparing Settlement Patterns: New Spain, New France, and British North America” to complete the Colonial Patterns Worksheet

EUROPEAN COLONIAL CLAIMS MAP (SPANISH, FRENCH, ENGLISH) DUE: JUNE 29, 2015 (Monday)

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COLONIAL PATTERNS WORKSHEET

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SPAIN FRANCE ENGLAND

Motives of Colonization: What did the Crown hope to gain?

Methods: Temporary exploitation, settlement, conquest, etc.

Sources of Financing: Who paid the bills for securing land, supplies, labor, transportation, etc. Explain

Treatment of/relations with Native Americans:

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JULY’S HANDOUTS

North American Indian Peoples at the Time of First European Contact (Chapter 1)

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Using your book, guided reading, powerpoints from the Period 1 folder on my site; outside research and your colored map titled North American Indian Peoples at the Time of First European Contact answer the following prompt as thoroughly as possible. Your essay must include the following:

Introduction paragraph (provides background information to your topic and a thesis statement)

Your thesis statement is the answer to your question and may take more than one sentence.

Body Paragraphs (at least 2 paragraphs and they answers the question in its entirety) Be sure to discuss multiple Indian Cultures (Plateau/ Great Basin/ Great Plains/

Southwest/ Southeast/ Northeast) be sure to use specific evidence. Conclusion Paragraph

Prompt: American Indian cultures were more similar than different in the period prior to 1491. Support, modify, or refute this statement using specific evidence.

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New England Colonies (purple)

Maine (Mass) New Hampshire Massachusetts Rhode Island Connecticut

Middle Colonies (green)

New York New Jersey Delaware Pennsylvania

Chesapeake Colonies (brown)

Maryland Virginia

Southern Colonies (blue)

North Carolina South Carolina Georgia

36 APUSH Summer Assignments 2015­2016 Mrs. Jones

AUGUST GUIDED READING

2015 APUSH SUMMER ASSIGNMENT for AUGUST

THEME #5 COLONIAL SOCIETY ON THE EVE OF THE REVOLUTION

37 APUSH Summer Assignments 2015­2016 Mrs. Jones

DUE: AUGUST 25, 2015 (TUESDAY) Big Picture Themes: Chapter #5 Colonial Society on the Eve of the Revolution 1. The Americans were very diverse for that time period. New England was largely from English background, New York was Dutch, Pennsylvania was German, the Appalachian frontier was Scots­Irish, the southern coast African­American and English, and there were spots of French, Swiss, and Scots­Highlanders. 2. Although they came from different origins, the ethnicities were knowingly or what mingling and melting together into something called “Americans.” 3. Most people were farmers, an estimated 90%. The northern colonies held what little industry America had at the time: shipbuilding, iron works, rum running, trade, whaling, and fishing. The South dealt with crops, slaves, and naval stores. 4. There were two main Protestant denominations; the Congressional Church up north, and the Anglican Church down South. Both were “established” meaning tax money went to the church. Poised for growth were the “backwoods” faiths of the Baptists andMethodists that grew up by leaps thanks to the Great Awakening. CH#5: Identifications Great Awakening __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ George Whitfield __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Jonathan Edwards __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ New Lights __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Old Lights __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Age of Reason/ Enlightenment _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ John Peter Zenger __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Ch#5 : Guided Reading Questions Conquest by the Cradle Know: Thirteen Original Colonies

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1. What was the significance of the tremendous growth of population of Britain’s North American Colonies? A Mingling of Races Know: Pennsylvania Dutch, Scots­ Irish, Paxton Boys, Regulator Movement 2. What was the significance of large numbers of immigrants from places other than England? The Structure of Colonial Society Know: Social Mobility 3. Assess the degree of social mobility in the colonies. Makers of America: The Scots­Irish Know: The Session 4. How had the history of the Scots­Irish affected their characteristics? Workday America Know: Triangular Trade, Naval Stores, Molasses Act 5. Describe some of the more important occupations in the colonies. Horsepower and Sailpower Know: Taverns 6. What is it like to travel in early America?

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Dominant Denominations Know: Established Church, Anglicans, Congressionalists, Presbyterians 7. How did the denominations in America affect relations with Great Britain? The Great Awakening Know: Jonathan Edwards, George Whitfield, Old Lights, New Lights, Baptists 8. How was the religion encompassed in the Great Awakening different from traditional religion?What was important about the difference? Schools and College Know: Latin and Greek 9. What kind of education could a young person expect in colonial times? A Provincial Culture Know: John Trumbull, Charles Wilson Peale, Benjamin West, John Singleton Copley, Benjamin Franklin 10.Did Americans distinguish themselves in the arts during the colonial period? Explain Pioneer Press Know: John Peter Zenger

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11. Why was the jury verdict in the Zenger case important? The Great Game of Politics Know: Royal Colonies, Proprietary Colonies, Self­ Governing Colonies, Colonial Assemblies, Power of the Purse, Town Meetings, Property Qualifications 12. How democratic was colonial America?

41 APUSH Summer Assignments 2015­2016 Mrs. Jones