TC Williams AP US History
Summer Assignment
THIS ASSIGNMENT IS NOT THE SAME AS THE DE SUMMER ASSIGNMENT. If you plan to take
DE US history, you need to get the DE Summer Assignment.
Welcome to Advanced Placement United States History. This summer assignment is designed to “jump start”
the course and allow for a more reasonable pace during the school year. The purpose of this assignment is to
allow you to enter the course with some prior knowledge, and at the same time, give you an idea of what the
class workload will be like over the course of the year. Your first major grade of the year will be a unit exam
covering the material in this assignment.
This Assignment has TWO Parts:
1. Textbook Assignments [REQUIRED] [Each chpt = 1 hw grade]
Enclosed are chapter assignments from the first four chapters of our class textbook- America’s History by
James Henretta. Each assignment consists of two parts: 1) Chapter Terms and 2) Chapter Questions. When
completing Chapter Terms, students will be asked to identify the WHO, WHAT, WHERE, WHEN, WHY, and
HOW for each term. The WHY can be both why did the event occur and why is it significant/important.
For each Chapter Question, students will be asked to provide a detailed and thoughtful written response.
Textbooks will not be handed out for this assignment. Instead, students will be asked to use an electronic
version of the textbook, located on the ACPS website (https://www.acps.k12.va.us/TCSummerAssignments)
Students with no internet or computer access MUST obtain a textbook from Ms. Hudgens before summer
vacation. (Room A209). It is YOUR responsibility to obtain a textbook if you will not be able to access the
online version.
2. Primary Source Analysis [REQUIRED] [1 HW grade]
One of the most important skills you will use in APUSH this year is to analyze primary and secondary sources.
The acronym we will use to analyze sources in this class is HIPP, which stands for Historical Context,
Intended Audience, Purpose and Point of View. Attached you will see a handout which elaborates on how to
extend the analysis of documents using this method. You will analyze some documents from the period by
completing the charts in this packet.
Assignment Procedure
1. Your summer assignment MUST BE HANDWRITTEN! Typed assignments will NOT be graded
2. This is an individual assignment that is to be completed entirely on your own. Any assignments that
are found to be copied from another student will NOT be accepted and will receive a grade of an
ZERO.
3. Due dates for each portion of the summer assignment can be found on the calendar on page 3 of this
packet.
4. Each student is required to sign the attached honor code and turn it with the 1st assignment.
Enjoy the readings and welcome to AP US History. If you run into any problems while completing your
summer assignment or any questions arise, please contact one or both of the AP instructors listed below.
Ms. Erin Hudson
Mr. Steven Geter
[email protected]
[email protected]
TCWilliamsHighSchool
AdvancedPlacementUS/VAHistory
HonorCodeStatementforSummerAssignment
Ipledgeonmyhonorthat:
Ihavecompletedallstepsoftheattachedassignmentonmyown.
Ihavenotusedanyunauthorizedmaterialswhencompletingthisassignment.
Ihavenotgivenanyoneelseaccesstomyassignment.
Iunderstandthepenaltiesassociatedwithacademicdishonesty.
(PleasereviewtheACPSHonorCode[ACPSRegulationJFC-R2]at
www.acps.k12.va.us/policies-Jifyouhaveanyquestions). __________________________ __________________________
PrintStudentName SignatureandDate
__________________________ ______________________
ParentSignature
_________________________________ ParentEmail Date
_________________________________
ParentPhoneNumber
Detachthispageandstapleittothefrontofyoursummerassignmentbefore
turningitintoyourinstructor.
Unit 1 APUSH
CALENDAR DUE DATES J
September 2017
Monday
Tuesday
Wednesday
6
Thursday
Friday
Chapter1DUE
andQuizzed
8
Chapter1DUE
andQuizzed
September4
NOSCHOOL–
LaborDay
5
11
Chapter2DUE
andQuizzed
12
Chapter2DUE
andQuizzed
13
PrimarySource
AnalysisDUE
14
PrimarySource
AnalysisDUE
15
18
Chapter3DUE
andQuizzed
19
Chapter4DUE
andQuizzed
20
Chapter4DUE
andQuizzed
21
Unit1VOCAB
QUIZ
22
Unit1VOCAB
QUIZ
27
Chapter5DUE
andQuizzed
28
Chapter5DUE
andQuizzed
29
FirstDayof
SchoolJ
25 26
Unit1TEST
Unit1TEST
7
FirstDayof
SchoolJ
Chapter3DUE
andQuizzed
Chapter 1 Reading Guide
Part One: Identification Terms
When completing each term (from now until the end of the year) please do it in the following format: Who,
What, Where, When, Why, How. Again, ALWAYS HANDWRITTEN. Typed documents WILL NOT BE
ACCEPTED.
Pueblos
● WHO: Native Americans (ie: Anasazi)
● WHAT: Native Americans who rose up against Spanish conquistadors
● WHERE: Southwest/New Mexico
● WHEN: 1680s
● WHY: Even though the rebellion ultimately failed to take back Santa Fe, the Pueblo people made a
lasting impact on the dominant culture of the Southwest
● HOW: Launched a coordinated attack on the Spanish known as Pope’s Rebellion. Killed over 400
Spaniards
1.
2.
3.
4.
5.
6.
7.
8.
Tenochtitlan
Peasants
Yeomen
Primogeniture
Republics
Conquistadors
Columbian Exchange
Mestizos
9. Caste System
10. Christopher Columbus
11. Vasco da Gama
12. Hernan Cortes
13. Predestination
14. Mercantilism
15. Price Revolution
Part Two: Chapter Questions
Each of the following guided reading questions should be answered in a complete, detailed, well-reasoned
paragraph. Students should make every attempt to include specific examples in each response.
1. Compare and Contrast the Mayan and Aztec Empires in the Venn Diagram below:
2. In North America different tribes flourished. Fill out the chart below.
STRUCTURE
ECONOMY
TRIBES
LOCATED
THERE
WHAT MAKES
THEM UNIQUE
Mississippi Valley
Eastern Woodland
Great Lakes
Arid Southwest
Pacific Coast
3. What were the main characteristics of the Indian civilizations in Mesoamerica? Please provide four
specific examples.
4. Explain both why and how Portugal and Spain pursued overseas commerce and conquest.
5. What was Columbus’ purpose for exploring the “New World”? How did Columbus treat the Native
Americans he found upon his arrival in the New World? (2 examples)
6. Summarize the Columbian Exchange on page 28.
7. Describe the impact of the Columbian Exchange in food, people, diseases, and gold on the Americas,
Europe, and Africa.
8. Describe three factors that prompted the large-scale migration from England to America.
9. Explain four factors that made Native American people vulnerable to conquest by European
adventurers.
10. Describe five factors that led to the transatlantic trade in African slaves.
11. What was Mercantilism? How did this doctrine shape the policies of European monarchs to promote
both domestic manufacturing and foreign trade?
Chapter 2 Reading Guide
Part One: Identification Terms
When completing each term (from now until the end of the year) please do it in the following format: Who,
What, Where, When, Why, How. Again, ALWAYS HANDWRITTEN. Typed documents WILL NOT BE
ACCEPTED.
Pueblos
● WHO:
● WHAT:
● WHERE:
● WHEN:
● WHY:
● HOW:
1.
2.
3.
4.
5.
6.
7.
8.
New Amsterdam
Headright (system)
House of Burgesses
Indentures (Indentured Servants)
Chattel Slavery
Nathaniel Bacon
Jamestown
Opechancanough
9. Maryland Act of Toleration
10. John Winthrop
11. Mayflower Compact
12. Roger Williams
13. Anne Hutchinson
14. Town Meetings
15. Praying Towns
16. Metacom
Part Two: Chapter Questions
Each of the following guided reading questions should be answered in well-written sentences. Students should
make every attempt to include specific examples in each response.
1. Explain the economic, political & religious motivations of starting colonies by the following nations:
NATION
DUTCH
ENGLISH
ECONOMIC
MOTIVATION
POLITICAL
MOTIVATION
RELIGIOUS
MOTIVATION
SPANISH
FRENCH
2. Upon their arrival, what difficulties did the Jamestown settlers face (both of their own creation and
other factors) from 1607-1622?
3. Prior to 1619, would you consider Jamestown to be an initial success based upon its charge (mission)
by the king and the Virginia Company? Why or why not?
4. By 1619, how did Jamestown begin to set the foundations of American democratic traditions?
5. How and why did a system of forced labor based on the factors of class and race emerge in the
Chesapeake and Virginia colonies in the early seventeenth century?
6. Describe the two major systems of bound labor that took hold in the Chesapeake colonies.
7. Compare and contrast the economic & religious purposes for the founding of Jamestown and Maryland
colonies.
8. Describe the role disease and tobacco play in colonial North America- give 3 examples.
9. Compare & contrast the life of an indentured servant with an African slave in colonial America.
10. Compare the Indian uprisings in Virginia in 1622 with Bacon’s Rebellion in 1675-1676. How did each
one impact development in Virginia?
11. Why did Pilgrims choose to migrate to British North America?
12. How did John Winthrop change the Massachusetts Bay Colony?
13. In what ways were Puritan ideals reflected in New England society?
14. How did colonial society in the Chesapeake region differ from that of New England?
15. Compare and Contrast PLYMOUTH & JAMESTOWN colonies in the following areas:
CONTRAST
JAMESTOWN
HOW
SIMILAR?
CONTRAST
PLYMOUTH
Reason For
Founding
Social
Politics
Relations w
local Native
Americans
Economics
16. In the chart below, accurately describe the conflict, identify the years of the conflict and explain the
importance of each conflict:
CONFLICT
METACOM’S
REBELLION (KING
PHILIP’S WAR)
BACON’S
REBELLION
Jamestown colony v.
Powhatans
DESCRIBE
YEARS
IMPORTANCE
Chapter 3 Reading Guide
Part One: Identification Terms
When completing each term (from now until the end of the year) please do it in the following format: Who,
What, Where, When, Why, How. Again, ALWAYS HANDWRITTEN. Typed documents WILL NOT BE
ACCEPTED.
Pueblos
● WHO:
● WHAT:
● WHERE:
● WHEN:
● WHY:
● HOW:
1.
2.
3.
4.
5.
6.
William Penn
Navigation Acts
Dominion of New England
Two Treatisies on Government
Middle Passage
Stono Rebellion
7. Salutary Neglect
8. Patronage
9. War of Jenkin’s Ear
10. Molasses Act of 1733
11. Currency Act
Part Two: Chapter Questions
Each of the following guided reading questions should be answered in a complete, detailed, well-reasoned
paragraph. Students should make every attempt to include specific examples in each response.
1. How did African-American communities in America respond to and resist their condition?
2. How and why were the Carolinas created?
3. Describe TWO differences between North and South Carolina during the early colonial period.
4. How did William Penn (and his colony) differ from other colonies/settlers on ideas such as treatment of
Native Americans and religious freedom?
5. What were the Quaker’s basic beliefs? (Give 3)
6. Describe three unique social characteristics of the Pennsylvania colony.
7. What was the larger purpose/goal of the Navigation Acts?
8. Look at table 3.2 of the Navigation Acts 1651-1751. Based on the table, were the Navigation Acts
strictly enforced by the British government?
9. What was the role of the colonies within the British mercantilist system?
10. Dominion of New England: Complete the chart below
What was it?
Why was it formed?
Who joined?
11. John Locke’s Two Treaties on Government will influence US government. Explain how Locke’s
philosophies will help develop democratic ideals in the American political system?
12. In what way was the European-Iroquois relationship unique?
13. Describe how the British followed the policy of salutary neglect and explain its consequences.
14. Describe THREE negative effects of the slave trade on the continent of Africa.
15. Give two examples of how Africans maintained their cultural heritage as slaves in North America.
16. What group had the most political and economic control in the Cheseapaeke colonies?
17. What were some of the important goods of the economy of New England?
Pg 93-99
18. What was Britain’s underlying reason for creating Georgia colony in 1732?
Chapter 4 Reading Guide
Part One: Identification Terms
When completing each term (from now until the end of the year) please do it in the following format:
Who, What, Where, When, Why, How. Again, ALWAYS HANDWRITTEN. Typed documents
WILL NOT BE ACCEPTED.
Pueblos
● WHO:
● WHAT:
● WHERE:
● WHEN:
● WHY:
● HOW:
1.
2.
3.
4.
5.
6.
7.
Yeoman Farmer
Quakers
The Enlightenment
Deist
Jonathan Edwards
George Whitefield
“Old Lights”
8. Sinners in the Hands of an Angry God
9. Pontiac’s Rebellion
10. Proclamation of 1763
11. Paxton Boys
12. Regulator Movement
13. Treaty of Paris 1763
Part Two: Chapter Questions
Each of the following guided reading questions should be answered in a complete, detailed, well-reasoned
paragraph. Students should make every attempt to include specific examples in each response.
1. In what ways were the lives of women and men in New England colonies different? List three
examples
2. Who were the new migrants to the Middle Colonies? Why did they leave Europe? What were their
goals in British North America?
3. Name the colonies that made up the Middle Colonies. Come up with an acronym to remember them.
4. How were the Middle colonies different from the New England colonies in terms of religion?
5. How was deism a mix of Enlightenment and religious ideas?
6. What was the Great Awakening?
7. Explain three ways that the Enlightenment and the Great Awakening prompted Americans to challenge
traditional sources of authority?
8. Describe three causes of unrest in the American backcountry in the mid-eighteenth century.
ExtendedAnalysisofDocuments
InordertoachieveahighscoreontheDBQ,youmustuseallorallbutoneofthedocumentsinyourwriting.Also,youmust
identify historical context, intended audience, purpose, and/or point of view [HIPP] for each of the documents you use in
youressay.
1. HistoricalContext
Analysisof‘HistoricalContext’involvesconnectingadocumenttospecifichistoricalevents,tospecificcircumstances
oftimeandplace,and/ortobroaderregional,national,orglobalprocesses.Identifyingthe‘HistoricalContext’places
the document within broader trends which are contemporary to the source. It might also connect the document
acrosstimetoearlierandlatereras,oracrossspacetoeventshappeningindifferentplaces.
Toplaceadocumentwithinanhistoricalcontext,identifytheparticulartrendorprocessinwhichthedocumentfits.
Write a sentence which describes the context, explain how the document participates in that historical trend or
process.Includethephrase“thehistoricalcontextofthisdocumentis___________________.”
2. IntendedAudience
Authorsaimwhattheywritetoparticulargroupsofpeople.Observingthe‘intendedaudience’ofasourceinvolves
identifyingapersonorgrouptheauthorexpectstoinformorinfluenceincreatingthesource.Itisveryimportantin
constructingyourargumentabouttheintendedaudiencethatyougobeyondwhatisnotedinthesourcelineofthe
document. Credit for extended analysis of a document will not be granted for mere repetition of an audience
identifiedinthesourceline.
Ifyouknowthe‘intendedaudience’oftheauthor,writesentenceswhichdescribetheaudience.Indescribingthe
author’sintendedaudienceincludethephrases,“theauthor’sintendedaudiencewas___________________”and“isshown
by_______________.”
3. Purpose
Author’sPurposecanbethoughtofasthegoalsoughtbytheauthor.Itinvolvesidentifyingtheauthor’sendgame,
what they hope to accomplish, and why they are writing the document. Common purposes include attempts to
inform, to entertain, to persuade, to influence, to teach, to record, requirements of the author’s job or profession, to
describe,self-aggrandizement,and/ortoregulate(asinlawsorrules).
Ifyoupickupona‘purpose’oftheauthorinproducingthedocumentwritesentenceswhichdescribethepurpose
conveyed. In describing the author’s purpose in creating a source include the phrases “the author’s purpose in
writingwasto______________”and“isshownby______________.”
4. PointofView(POV)
ThebestwaytoearnthePOVpointistogobeyondthebasicidentityofthesourceauthorandthesourceitself,as
describedinthedocumentsourceline.InordertowriteasuccessfulPOVstatement,youshouldtrytoestablisha
betterunderstandingoftheidentityoftheauthor;youcandothisbyaskingyourselfquestionsabouttheauthorand
the source. What is the author’s profession? What is the author’s gender or social class? What religion does the
authorfollow?Doestheauthorhaveanidentifiableethnicity,nationality,orotherallegiancetoaparticulargroup?
Onceyou’veaskedthesequestions,gofurtherandexplainhowoneofthesefactorsmayhaveinfluencedthecontent
ofthesource.YourcompletePOVstatementshouldbothidentifyaninfluencethatmayhaveshapedtheauthoror
sourceandexplainhowthatparticularinfluencespecificallyaffectedthecontentofthedocument.
Ifyoupickupona‘purpose’oftheauthorinproducingthedocumentwritesentenceswhichdescribethepurpose
conveyed. In describing author’s purpose in creating a source include the phrases “the author’s point of view in
writingwasto____________________”and“isshownby______________.”
Primary Source Document:
John Winthrop- A Model of Christian Charity 1630
Now the only way to avoid this shipwreck, and to provide for our posterity, is to follow the counsel of Micah,
to do justly, to love mercy, to walk humbly with our God. For this end, we must be knit together, in this work,
as one man. We must entertain each other in brotherly affection. We must be willing to abridge ourselves of
our superfluities, for the supply of others’ necessities. We must uphold a familiar commerce together in all
meekness, gentleness, patience and liberality. We must delight in each other; make others’ conditions our own;
rejoice together, mourn together, labor and suffer together, always having before our eyes our commission and
community in the work, as members of the same body. So shall we keep the unity of the spirit in the bond of
peace. The Lord will be our God, and delight to dwell among us, as His own people, and will command a
blessing upon us in all our ways, so that we shall see much more of His wisdom, power, goodness and truth,
than formerly we have been acquainted with. We shall find that the God of Israel is among us, when ten of us
shall be able to resist a thousand of our enemies; when He shall make us a praise and glory that men shall say
of succeeding plantations, "may the Lord make it like that of New England." For we must consider that we
shall be as a city upon a hill. The eyes of all people are upon us. So that if we shall deal falsely with our God in
this work we have undertaken, and so cause Him to withdraw His present help from us, we shall be made a
story and a by-word through the world. We shall open the mouths of enemies to speak evil of the ways of God,
and all professors for God's sake. We shall shame the faces of many of God's worthy servants, and cause their
prayers to be turned into curses upon us till we be consumed out of the good land whither we are going.
H
Historical Context
The historical context of Winthrop’s “A Model of Christian Charity” is ____________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
I
Intended
Audience
The intended audience of John Winthrop is __________________________________
_________________________________________. This is evidenced by __________
______________________________________________________________________
______________________________________________________________________
P
Purpose
The purpose of “A Model of Christian Charity” is _____________________________
___________________________________________________________________.
This is demonstrated by __________________________________________________
_______________________________________________________________________
_______________________________________________________________________
P
Point of View
Winthrop’s point is view is ___________________________________. His bias is
_________________________________________________. This is shown through
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Compare & Contrasting Primary Source Documents:
TheValladolidDebate
BartolomeDeLasCasas,BriefAccountoftheDestructionoftheIndies,1542
DominicanpriestBartolomedelasCasas(1484-1566),oneofthefirstsettlersinNewSpain,protestedthetreatmentof
IndiansbytheSpanishinthisaddresstoPrincePhilip,thefuturekingofSpain.Inthispassage,LasCasasadvocatesfor
therightsofnativepeoplesandrejectstheencomiendasystem.
Theyarebynaturethemosthumble,patient,andpeaceable,holdingnogrudges,freefromembroilments,neither
excitablenorquarrelsome…Theyarealsopoorpeople,fortheynotonlypossesslittlebuthavenodesiretopossess
worldlygoods.Forthisreasontheyarenotarrogant,embittered,orgreedy…Theyareverycleanintheirpersons,with
alert,intelligentminds,docileandopentodoctrine,veryapttoreceiveourholyCatholicfaith,tobeendowedwith
virtuouscustoms,andtobehaveinagodlyfashion.AndoncetheybegintohearthetidingsoftheFaith,theyareso
insistentonknowingmoreandontakingthesacramentsoftheChurchandonobservingthedivinecultthat,truly,the
missionarieswhoarehereneedtobeendowedbyGodwithgreatpatienceinordertocopewithsucheagerness…
Yetintothissheepfold,intothislandofmeekoutcaststherecamesomeSpaniardswhoimmediatelybehavedlike
raveningwildbeasts,wolves,tigers,orlionsthathadbeenstarvedformanydays…
JuanGinesDeSepulveda,ConcerningtheJustCausesoftheWaragainsttheIndians,1547
Juan Gines de Sepulveda (1489-1573), a Spanish theologian and philosopher, was tasked by Charles V, grandson of
Ferdinand and Isabella, to respond to Bartolome de las Casas’s assertions that the Spaniards were unjustly treating
NativeAmericans.Belowisanexcerptfromhisbook,ConcerningtheJustCausesoftheWaragainsttheIndians.
…[T]heSpanishhaveaperfectrighttorulethesebarbariansoftheNewWorldandtheadjacentislands,who
inprudence,skill,virtues,andhumanityareasinferiortotheSpanishaschildrentoadults,orwomentomen,for
thereexistsbetweenthetwoasgreatadifferenceasbetweensavageandcruelracesandthemostmerciful,between
themostintemperateandthemoderateandtemperatureand,Imightevensay,betweenapesandmen…
Compare,then,thesegiftsofprudence,talent,magnanimity,temperance,humanity,andreligionwiththose
possessedbythesehalf-men…,inwhomyouwillbarelyfindthevestigesofhumanity,whonotonlydonotpossess
anylearningatall,butarenotevenliterateorinpossessionofanymonumenttotheirhistoryexceptforsome
obscureandvaguereminiscencesofseveralthingsputdowninvariouspaintings;nordotheyhavewrittenlaws,but
barbarianinstitutionsandcustoms.Well,then,ifwearedealingwithvirtue,whattemperanceormercycanyou
expectformenwhoarecommittedtoalltypesofintemperanceandbasefrivolity,andeathumanflesh?Anddonot
believethatbeforethearrivaloftheChristianstheylivedinthatpacifickingdomofSaturnwhichthepoetshave
invented;for,onthecontrary,theywagedcontinualandferociouswarupononeanotherwithsuchfiercenessthat
theydidnotconsideravictoryatallworthwhileunlesstheysatedtheirmonstroushungerwiththefleshoftheir
enemies…
DeLasCasas
HIPP
Analysis
H
Historical
Context
I
Intended
Audience
P
Purpose
P
Pointof
View
Sepulveda