AP United States History – Summer Assignment 2016
Your task: Read Chapters 1‐5 in The American Pageant by David M. Kennedy and Lizabeth Cohen. Be sure to pick
up this textbook from the Media Center before you leave for the summer. Prior to returning to school in August you
must answer all of short answer questions and define each of the key terms below. Answers must by handwritten on
sheets of notebook paper. This assignment is due on the first day of school. Students can expect a test over Chapters
1‐5 on the second day of class. I look forward to seeing you in the Fall!
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Periods 1 – 2 (1492 – 1754) Short Answer Questions
Answer each of the following 3 questions. Each part (A, B, C) of each question requires a 3-4 sentence
answer. Keep in mind that you are NOT writing an essay, but rather responding to short answer questions.
“The organization of the Caribbean Indians as a labor pool was a matter of immediate and urgent concern for the
Spanish colonists. The extremely hard labor necessary for the tasks of construction and subsistence, the unfamiliar
and uncomfortable tropical environment, and Spaniards’ abhorrence of physical labor virtually ensured the
exploitation of the local population.…Encomienda was an arrangement by which the inhabitants of a designated
region or town were assigned to individual Spaniards as vassals. In exchange for protection and Christian
instruction, the Indians were obligated to provide labor and services to their overlord.…Relocation of Indians for
labor in mines, ranches and farms disrupted and recombined settlements. This probably led also to a general
disintegration and breakdown in Hispaniola Arawak society.”
Deagan, Kathleen A. “Spanish-Indian Interaction in Sixteenth-Century Florida and Hispaniola.” In William W.
Fitzhugh, ed., Cultures in Contact: The Impact of European Contacts on Native Cultural Institutions in Eastern
North America, A.D. 1000–1800 (Washington: Smithsonian Institution Press, 1985).
“Spaniards who actually went to the new lands, though, had little interest in evangelization. Although often
personally pious, they were more concerned with Indian labor than Indian souls.…In 1503 the monarchs
provided…the encomienda system. Individual Spaniards became trustees of indigenous groups, promising to ensure
their safety, freedom and religious instruction. In fine protection-racket style, Indians paid for Spanish “security”
with their labor. The encomienda can be thought of as an attempt to answer the objections to slavery….By
restricting the demands on Indians, the monarchs sought to reduce the incentive to revolt. It didn’t work. Both the
Indians and the conquistadores disliked the encomienda system….Trustees loathed negotiating with the Taino
leaders….The Taino came to view the system as…legal justification for slavery.”
Charles C. Mann, 1493
Charles C. Mann, 1493: Uncovering the New World Columbus Created (New York: Vintage Books, 2011), 384–
385.
1. Based on the two interpretations above regarding the encomienda system, complete the following three tasks:
a. Briefly explain the main point made by Passage 1.
b. Briefly explain the main point made by Passage 2.
c. Provide ONE piece of evidence from 15th- through 16th-century Spanish colonization that is not included in the
passages and explain how it supports the interpretation in either passage.
“We have no way of knowing how many of the colonists were devoted Calvinists, for no one took a census of
beliefs. Yet common sense instructs us that religion (or the church) attracts not only a committed core, but also
others who, like “horse-shed” Christians, limit their commitment…New England…had its “dark corners of the
land,” the places or the groups of people that were less affected by religion and less likely to want clergy. The
fishermen of Gloucester, Massachusetts, made life difficult for Richard Blinman, who arrived as a town minister in
1642. And, as told by Cotton Mather, a minister in some unnamed coastal village urged on his audience a more
active practice of religion, lest otherwise they “contradict the main end of planting this wilderness!” Thereupon, a
local resident cried out: “Sir, you think you are preaching to the people at the Bay; our main end was to catch fish.”
David D. Hall, Worlds of Wonder, Days of Judgment, 1989
David D. Hall, Worlds of Wonder, Days of Judgment: Popular Religious Beliefs in Early New England (New York:
Alfred A. Knopf, 1989).
“The Puritan leaders could withstand this rising tide of democracy only by such support as the government would
give them—which became increasingly less after the new charter of 1692 took away from the saints all power to
select their own governors and divorced the state and church—or else by the sheer force of their personalities. As
early as the 1660s and ’70s we can see them beginning to shift their attention from mere exposition of the creed to
greater and greater insistence upon committing power only to men of wisdom and knowledge….By the beginning of
the eighteenth century the task of buttressing the classified society, maintaining the rule of the well-trained and the
culturally superior both in church and society seems to have become the predominate concern of the clergy. Sermon
after sermon reveals that in their eyes the cause of learning and the cause of a hierarchical, differentiated social order
were one and the same.”
Perry Miller and Thomas H. Johnson, The Puritans, 1938
Perry Miller and Thomas H Johnson, eds. The Puritans (New York: American Book Company, 1938).
2. Based on the two interpretations above regarding challenges to Puritan influence in New England, complete the
following three tasks:
a. Briefly explain the main point made in Passage 1.
b. Briefly explain the main point made in Passage 2.
c. Provide ONE piece of evidence from 1630 to 1750 that is not included in the passages and explain how it supports
or refutes the interpretation of either passage.
3. Complete the following three tasks:
a. Identify THREE different factors that led to the growth of African slavery from 1619 to 1750 in the North
American British colonies.
b. Explain how ONE of the examples from Part A changed colonial society.
c. Explain ONE way African slaves resisted the dehumanizing aspects of slavery.
Key Terms:
1.
Powhatan
2.
Walter Raleigh and Humphrey Gilbert
3.
Roanoke
4.
John Smith
5.
Virginia
6.
Maryland
7.
Lord De La Warr
8.
John Wesley
9.
Lord Baltimore
10. South Carolina
11. North Carolina
12. Georgia
13. James Oglethorpe
14. Jamestown
15. John Calvin
16. Massasoit
17. Plymouth
18. Massachusetts Bay Colony
19. John Winthrop
20. Baptists
21. General Court
22. Puritans
23. Quakers
24. Anne Hutchinson
25. Roger Williams
26. King Philip
27. William Penn
28. Chesapeake
29. Indentured servants
30. Nathaniel Bacon
31. William Berkeley
32. Royal African Company
33. Middle passage
34. Stono River
35. Gullah
36. Half-Way Covenant
37. Salem witch trials
38. Leisler’s Rebellion
39. Scots-Irish
40. Paxton Boys and Regulators
41. Patrick Henry
42. Molasses Act
43. Jonathan Edwards
44. George Whitefield
45. Benjamin Franklin