APUSH !"#$
SUMMERASSIGNMENT2016
WelcometoAPUSH!OurjourneythroughtheAmericanstorybeginsoverthesummersothatwewill
havetimetoadequatelypreparefortheAPexaminMay2017.Togetourclassofftoagreatstart,
pleasefollowtheinstructionsbelowtocompleteyoursummerassignment.Ilookforwardtoworking
withyounextyear.Pleaseemailmeatkfina@stbasilacademy.orgwithanyquestions.
1. Purchasea3-ringbinderandlined,loose-leafpaperexclusivelyforAPUSH.(Irecommendat
leasta11/2”binder.)
2. BegintomemorizethePresidentsinorder.Youwillneedtolistthem(lastnamesonly)–in
order-duringthefirstmarkingperiodwhenwefoundtheUntiedStates.(EndswithBillClintonbutitisafunstart…https://www.youtube.com/watch?v=I_AL1Xn6UYM)
3. Afocusthroughoutourcoursewillbecreatinganunderstandingofhowtodaywasshapedby
yesterday.Makingrelevantconnectionsbetweenourpresentandourpastwillhelpuslearnto
thinklikehistorians.
a. Readthefirst,secondandlastchaptersofyourtextbook,TheAmericanPageant.
CompletetheStudyGuidesforChapters1and2.Next,organizetheinformationonthe
Period1SummerNotesPages.(Notesandorganizerwillbecheckedthefirstdayof
school.)
b. Preparetotakeaquiz(10pts.)onTheAmericanPageantreadingsthefirstdayof
class.Whenreading,payattentiontoimportantnames,terms,andthemes.
**Pleaseemailmetomakearrangementstopickupyourtextbooktocompletethis
assignment.ThebookcanbepickedupM-Th9-1atSBA-withpriornotice!Ifthisisabsolutely
notpossible,pleaseemailmetomakeotherarrangements!
4. Read-Zinn,Chapter1:“Columbus,theIndians,andHumanProgress.”ThelinkforZinnis
http://www.historyisaweapon.com/zinnapeopleshistory.html.Answerthefollowingquestions
forZinn:
a. AccordingtoZinn,whatishismainpurposeforwritingAPeople’sHistoryoftheUnited
States?
b. WhatisZinn’sthesisforpages1-11?
c. AccordingtoZinn,howisColumbusportrayedintraditionalhistorybooks?
d. WhydoesZinndisputeHenryKissinger’sstatement:“Historyisthememoryofstates?”
e. IdentifyoneearlyandonesubsequentmotivethatdroveColumbustooppress
indigenouspeoples.
f. WhatwastheultimatefateoftheArawakIndians?
g. ExplainGovernorJohnWinthrop’slegalandbiblicaljustificationforseizingIndianland.
h. ExplainthemaintacticofwarfareusedbytheEnglishagainsttheIndians.
i. AccordingtoRogerWilliams,howdidtheEnglishusuallyjustifytheirattacksonthe
Indians?
j. Whatultimatelyhappenedtotheestimated10millionIndianslivinginNorthAmericaat
thetimeofColumbus’arrival?
k. HowdoesZinnattempttoprovethattheIndianswerenotinferior?Provideexamples.
l. BepreparedtodiscussZinnandhandthequestions/answersinthefistdayofclass.(11
points)
APUSH !"#$
5. Next,watchthefollowingAPUSHvideoproducedbya2016teacheroftheyear.
a. https://www.youtube.com/watch?v=_rSS9Y53jVI&feature=youtu.be
b. FillinanyinformationthatyouthinkisimportantonthePeriod1SummerNotes
organizer.
6. Bepreparedtowriteatimedessaythefirstweekofclassonthetopicofthebeneficialand/or
tragicimpactsoftheencounterbetweentheEuropeantheIndianpeoples.
7. Enjoyyoursummer.Completeyourassignments,butrememberyoucanreadatthebeachor
pool.Taketimetohangoutwithfriends,gotoamovie,themallorperhapsvisitahistoricalsite.
Philadelphiaisrichwiththem!Watchthenews(orreadit)andlearnmoreaboutwhoweare
todaytodeepentheconnectionstoourpast.Readanovel.Relax...SeeyouinSeptember!
TipsonReadingthePageant/BaileyText
Manystudentsfindthetextbookdifficulttofigureout.Thestyleisnarrative-writtenmoreasastorythanjustlistingfacts.The
sectionscontainanenormousamountofinformationinaverysmallamountofspace.ItishelpfultoACTIVELYreadthetext,
whichiswhatthequestions/answersandnotesaremeantforyoutodo.
MyfirstsuggestionisALWAYSskimeachsection,ALLTHEWAYTHROUGHbeforeyoutrytofigureout"what'simportant."
Usesectionheadingstounderstandwhatthemainpointsaregoingtobe. Youmaywanttotryandturnthosesection
headingsintoquestionsandthereadingshouldprovidetheanswers. BIGHINT:Readthefirst(introductory)paragraphsvery
carefully.Dittothelastparagraphs.Theauthorsaredoingtheirbesttogiveyouthegistofthechapter.Donotskipthese
paragraphs!!!
Donotskipoverthespecialfeatures.Theseincludepictures,captions,maps,graphs,“MakersofAmerica”features,etc.They
costthepublisheralotofmoneytoinclude,andtheauthorshavehadtoarguehardforeachone.Sometimesonlyavisual
depictioncanconveytheinformationyouneed("apictureisworthathousandwords...."). Butyoumust"read"thevisual
withjustasmuch,ormaybemore,carethanyoureadprintedwords.Youmustdotheinterpretationandfigureoutwhat
informationthetextbookpublisherwantsyoutotakefromthevisual.TakeNOTESabouttheimages,andrememberthat
informationisjustasimportant(andmaybeeasiertoremember)thanthetextitself.
Thestyleoftheauthorstakessomegettingusedto.Theyusepunsandjokes.Theyusealliteration.Theydrawcaricatures(in
words)ofImportantPeople.Thesearesignalstoyoutopaycloseattentiontotheperson/thing/event. Youneedtobeable
seethroughthe“fluff”togettheimportantideas.
Themorepracticeyouhaveinreadingthetext,theeasieritwillbecome.Themorereadingyoudo,thebetteryou'llgetat
recognizingthe"important"factsandseeconnectionsbetweenthemesandtimeperiods. IwishIcouldjustteachyouatrick
todothis--unfortunately,it'soneofthosethingsthatYOUhavetopractice!Iwilltrytogiveyoulotsofdifferenttechniquesin
ordertohelpyouacquiretheinformationthatyouneed. Rememberthattheword“study”isaverbanditishelpfulto
actuallyDOsomethingphysicalwhenstudyingsuchaswritingnotesandengagingwiththereading.
APUSH !"#$
Name __________________________________
Summer Reading Assignment
Chapter 1— New World Beginnings
The Shaping of North America
What was the Great Ice Age and what effect did it have on the North American continent? About when did the Ice begin to thaw and
how did they transform the environment on the continent as a result? How do most Historians believe the first humans arrived in North America and when? In what way did humans spread across the
continent and what was the estimated population of Native Americans by 1492?
Who?
Three Largest Native New World Empires
Where?
The Earliest Americans
What was the greatest reason for the growth of Native civilizations in Central and South America?
When did agriculture spread into North America and which region was the first to benefit from it? North American Native Societies
Where?
When?
Ohio River Valley
Up until 1300 AD
Iroquois Confederacy
Who?
Pueblos
What was three sister farming and what effects on Native civilizations did it have? Which tribes in North America benefitted the most
from these techniques?
Indirect Discoverers of the New World
Explain how each of the following contributed to the eventual settlement of the New World:
The Norsemen (Vikings) from Scandinavia:
The Christian Crusades and the Spice Trade: Marco Polo: Portuguese exploration and settlement of Africa:
Unification of Spain: Renaissance: Columbus Comes Upon a New World
▪
What was the nationality of Columbus and which nation did he explore on behalf of? Why?
▪
What was Columbus searching for at the time that he came upon the New World?
▪
Why did Columbus refer to the Natives as “Indians” and why is his discovery sometimes referred to as a massive failure?
When Worlds Collide
1.
What was the Columbian or “Old World/New World” exchange that took place following European discovery of the New
World?
The Spanish Conquistadores
▪
▪
What was the Treaty of Tordesillas and how did it help Catholic Spain and Portugal to settle the New World ahead of their
rivals?
Who were Spanish conquistadores and what was their goal?
Other Early Spanish Explorers and Conquistadores
Who?
What he claimed for Spain
When
?
Claimed all of the Pacific Ocean for Spain
Ferdinand Magellan
1521
Arizona/New Mexico region in search of Gold
Hernando De Soto
Conquered the Incan Empire and claimed it for Spain
In what ways did European economies benefit from the brutal conquest of the New World?
How did the Islands of the Caribbean (the West Indies) support the Spanish New World empire?
What was the encomienda system and how did it work? Who ran the encomienda system in the New World on behalf of the Spanish
government?
How did Bartolome de Las Casas make a name for himself in the New World? The Conquest of Mexico
What major problem had occurred to the Aztecs just prior to the arrival of the Spanish conquistadores?
What was the name of the conquistador who attacked the Aztec empire? What were some of the factors that contributed to Spanish
success over the massive Aztec population?
Moctezuma: Tenochtitlan: What happened to the Aztec capital after it was conquered by the Spanish?
Mestizos: The Spread of Spanish America
What did the Spanish Empire in the New World look like by 1550?
European Explorers that Challenged Spanish Dominance
Who?
Area of Exploration and for which country
When
?
John Cabot
Explored the East Coast of North America for France
1534
Robert De La Salle
How did the Spanish try to protect the Northern boundary of their massive New World Empire from European threats in 1565?
What happened at the Battle of Acoma and how was it an effect of Spanish attempts to protect their empire?
What did Don Juan de Onate create in 1609 and to further protect their possessions? What did the Spanish build to convert and
control Natives in this new area?
What was Pope’s Rebellion and how did it show the limits of Spanish control in the New World?
Eventually, the Spanish Empire in North America spread as far west as _____________________ through the efforts of Spanish
priests and the growth of the Mission system.
What was the Black Legend?
Name __________________________________
Summer Reading Assignment
Chapter 2—The Planting of English
England’s Imperial Stirrings
Who?
Spanish
French
English
North American Colonies
Where?
When?
Put an asterisk (*) next to the colony that played the largest role in the future United States.
▪ What caused the religious conflict in England?
▪ What effect did Elizabeth’s ascension to the throne have in England and its relationship with Spain and Ireland?
Elizabeth Energizes England
Failed English Attempts at Colonization
Where?
When?
Who?
Newfoundland
English victory over the Spanish Armada
beginning of the end of Spanish imperial dreams & helped ensure England’s naval dominance
What characteristics did England now possess that Spain had displayed earlier?
o
Sir Walter Raleigh
▪
▪
o o 1.
2.
3.
True or False—Protestant England’s early colonial ambitions were fueled by its religious rivalry with Catholic Spain.
True or False—The earliest English colonization efforts experienced surprising success.
True or False—The defeat of the Spanish Armada was important to North American colonization because it enabled England
to conquer Spain’s New World empire.
England on the Eve of Empire
▪
What were the reasons people emigrated from England?
laws of primogeniture:
▪ joint-stock company:
4. True or False— Among the English citizens most interested in colonization were unemployed yeomen and the younger sons
of the gentry.
England Plants the Jamestown Seedling
▪ What was the main reason people were coming to Virginia?
▪ What makes the charter of the Virginia Company a significant document in American History?
▪
▪
When did people arrive at Jamestown?
▪
What were the causes of death for many Jamestown settlers?
▪
Who took over the Virginia colony and what was his motto?
▪
“starving time”:
▪
What made the homeward-bound colonists turn around and stay?
5.
True or False—Originally, the primary purpose of the joint-stock Virginia Company was to provide for the well-being of the
freeborn English settlers in the colony.
Cultural Clash in the Chesapeake
▪ Who was the Indian leader who ruled tribes in the James River area of Virginia?
▪ What actions did Lord De La Warr take on the Indians?
▪
First Anglo-Powhatan War:
▪
Second Anglo-Powhatan War:
▪
Powhatans fell victim to “Three Ds”:
Virginia: Child of Tobacco
▪
▪
▪
▪
▪
Who was the father of tobacco industry and economic savior of VA colony?
What were the effects of growing tobacco in Virginia?
What did the Dutch warship sell in Virginia in 1619?
What was the first example of representative self-government in VA?
What did King James do in 1624 and why?
6. True or False—John Rolfe enabled the Virginia colony to survive by introducing African slave labor in 1619.
Maryland: Catholic Haven
Who?
What?
When?
Why?
th
4 English colony
▪
▪
▪
What was the main crop in Maryland?
indentured servants:
Act of Toleration:
7. True or False—The Maryland colony was founded partly to establish a religious refuge for persecuted English Quakers.
The West Indies: Way Station to Mainland America
▪
What formed the foundation of the West Indian economy?
▪
▪
▪
How was sugar cane a “rich man’s crop”?
Who did the West Indies depend on for labor?
What did English authorities come up with to control this large slave population?
Colonizing the Carolinas
▪
What caused a break in English colonization?
What did the Carolina slave trade consist of?
▪
What emerged as the principle export crop in Carolina?
▪
Who did they purchase to cultivate the rice?
▪
8. True or False—From the time of its founding, South Carolina had close economic ties with the British West Indies.
9. True or False—The principal export crop of the Carolinas in the early 1700s was wheat.
10. True or False—South Carolina prospered partly by selling African slaves in the West Indies.
The Emergence of North Carolina
▪
Describe the population in North Carolina.
What characteristics did North Carolina share with Rhode Island?
▪
What group of Indians did North Carolinians get into it with?
▪
11. True or False—Compared with its neighbors Virginia and South Carolina, North Carolina was more democratic and
individualistic in social outlook.
Late-Coming Georgia: The Buffer Colony
Who?
What?
Last of the 13 colonies
▪
When?
Why?
Why wasn’t a plantation economy developed in Georgia like the rest of the southern colonies?
12. True or False—In their early years, neither North Carolina nor Georgia relied very heavily on slave labor.
The Plantation Colonies
▪
What distinctive features were shared by England’s southern mainland colonies?
Reading/NoteTakingGuide APUSHPeriod1:1491-1607(AmericanPageantChapters1-2)
Key Concept 1.1: As native populations migrated and settled across the vast expanse of North America over time, they developed
distinct and increasingly complex societies by adapting to and transforming their diverse environments.
Sub Concept I: Different native societies adapted to and transformed their environments through innovations in agriculture, resource
use, and social structure.
Topics
Notes
A.) The spread of maize
cultivation from present-day
Mexico northward into the
present-day American
Southwest and beyond
supported economic
development, settlement,
advanced irrigation, and
social diversification among
societies.
B) Societies responded to the
aridity of the Great Basin and
the grasslands of the western
Great Plains by developing
largely mobile lifestyles.
C) In the Northeast, the
Mississippi River Valley and
along the Atlantic seaboard
some societies developed
mixed agricultural and huntergatherer economies that
favored the development of
permanent villages.
D) Societies in the Northwest
and present-day California
supported themselves by
hunting and gathering, and in
some areas developed settled
communities supported by the
vast resources of the ocean.
Related Thematic Learning
Objectives (Focus of Exam
Questions)
MIG 2.0- Analyze causes of internal migration and patterns of settlement in what would be become the United States, and explain how migration
has affected American life
GEO 1.0- Explain how geographic and environmental factors shaped the development of communities, and analyze how competition for and
debates over natural resources have affected both interactions among different groups and the development of government policies.
Reading/NoteTakingGuide APUSHPeriod1:1491-1607(AmericanPageantChapters1-2)
Key Concept 1.2: Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange and significant
social, cultural, and political changes on both sides of the Atlantic Ocean.
Sub Concept I: European expansion into the Western Hemisphere generated intense social, religious, political, and economic
competition within European societies
Topics
Notes
A.) European nations’ efforts
to explore and conquer the
New World stemmed from a
search for new sources of
wealth, economic and military
competition, and a desire to
spread Christianity.
B) The Columbian Exchange
brought new crops to Europe
from the Americas,
stimulating European
population growth, and new
sources of mineral wealth,
which facilitated the
European shift from
feudalism to capitalism.
C) Improvements in maritime
technology and more
organized methods for
conducting international trade
such as joint-stock companies,
helped drive changes to
economies in Europe and the
Americas.
Related Thematic Learning
Objectives (Focus of Exam
Questions)
WXT 2.0- Explain how patterns of exchange, markets, and private enterprise have developed, and analyze ways that governments have responded to
economic issues.
WXT 3.0- Analyze how technological innovation has affected economic development and society.
WOR 1.0- Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political,
economic, and social developments in North America
Reading/NoteTakingGuide APUSHPeriod1:1491-1607(AmericanPageantChapters1-2)
Key Concept 1.2: Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange and significant
social, cultural, and political changes on both sides of the Atlantic Ocean.
Sub Concept II: The Columbian Exchange and development of the Spanish Empire in the Western Hemisphere resulted in extensive
demographic, economic, and social changes.
Topics
Notes
A.) Spanish exploration and
conquest of the Americas
were accompanied and
furthered by widespread
deadly epidemics that
devastated native populations
and by the introduction of
crops and animals not found
in the Americas
B) The encomienda system,
Spanish colonial economies
marshaled Native American
labor to support plantationbased agriculture and extract
precious metals and other
resources.
C) European traders
partnered with some West
African groups who practiced
slavery to forcibly extract
slave labor for the Americas.
The Spanish imported
enslaved Africans to labor in
plantation agriculture and
mining.
D) The Spanish developed a
caste system that
incorporated, and carefully
defined the status of the
diverse population of
Europeans, Africans, and
Native Americans in their
Empire
Related Thematic Learning
Objectives (Focus of Exam
Questions)
MIG 1.0- Explain the causes of migration to colonial North America and, later the United States, and analyze immigration’s effect on US society.
WXT 1.0- Explain how different labor systems developed in North America and the United States, and explain their effects on workers’ lives and
US Society.
GEO 1.0- Explain how geographic and environmental factors shaped the development of various communities, and analyze how competition for a
debates over natural resources have affected both interactions among different groups and the development of government policies.
Reading/NoteTakingGuide APUSHPeriod1:1491-1607(AmericanPageantChapters1-2)
Key Concept 1.2: Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange and significant
social, cultural, and political changes on both sides of the Atlantic Ocean.
Sub Concept III: In their interactions, Europeans and Native Americans asserted divergent worldviews regarding issues such as religion,
gender roles, family, land use, and power.
Topics
Notes
A.) Mutual misunderstandings
between Europeans and
Native Americans often
defined the early years of
interaction and trade as each
group sought to make sense of
the other. Over time,
Europeans and Native
Americans adopted some
useful aspects of each other’s
culture.
B) As European
encroachments on Native
Americans’ lands and
demands on their labor
increased, native peoples
sought to defend and maintain
their political sovereignty,
economic prosperity, religious
beliefs, and concepts of
gender relations through
diplomatic negotiations and
military resistance.
C) Extended contact with
Native Americans and
Africans fostered a debate
among European religious and
political leaders about how
non-Europeans should be
treated, as well as evolving
religious, cultural, and racial
justifications for the
subjugation of Africans and
Native Americans.
Related Thematic Learning
Objectives (Focus of Exam
Questions)
CUL 1.0- Explain how religious groups and ideas have affected American society and political life
CUL 3.0- Explain how ideas about women’s rights and gender roles have affected society and politics
CUL 4.0- Explain how different group identities, including racial, ethnic, class and regional identities, have emerged and changed over time.
WOR 1.0- Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political,
economic, and social developments in North America