2015-16 AP US HISTORY SUMMER ASSIGNMENT
Mr. Backstrom and Mrs. Skone After completing this assignment, you should be familiar with the following “Big Idea” and “Key Concepts” from Period 1: 1491-­‐1607 in the AP US History Curriculum Framework. These come straight from the College Board, and represent material that you will be held accountable for knowing the first week of school, and on the AP Exam in May. Big Idea: On a North America n continent controlled by American Indians, contact among the peoples of Europe, the Americas, and West Africa created a new world. Key Concept 1.1: Before the arrival of Europeans, native populations in North America developed a wide variety of social, political, and economic structures based in part on interactions with the environment and each other. 1. As settlers migrated and settled across the vast expanse of North America over time, they developed quite different and increasingly complex societies by adapting to and transforming their diverse environments. Key Concept 1.2: European overseas expansion resulted in the Columbian Exchange, a series of interactions and adaptations among societies across the Atlantic. 1. The arrival of Europeans in the Western Hemisphere in the 15th and 16th centuries triggered extensive demographic and social changes on both sides of the Atlantic. 2. European expansion into the Western Hemisphere caused intense social/religious, political, and economic competition in Europe and the promotion of empire building. Key Concept 1.3: Contacts among American Indians, Africans, and Europeans challenged the worldviews of each group. 1. European overseas expansion and sustained contacts with Africans and American Indians dramatically altered European views of social, political, and economic relationships among and between white and nonwhite peoples. 2. Native peoples and Africans in the Americas strove to maintain their political and cultural autonomy in the face of European challenges to their independence and core beliefs. Key Concept 2.1: Differences in imperial goals, cultures, and the North American environments that different empires confronted led Europeans to develop diverse patterns of colonization. 1. Seventeenth-­‐century Spanish, French, Dutch, and British colonizers embraced different social and economic goals, cultural assumptions, and folkways, resulting in varied models of colonization. VERY HIGHLY RECOMMENDED: …but not required. Purchase AMSCO’s United States History: Preparing for the Advanced Placement Examination review book (2015 Edition). The book is available from the publishers website for about $19 (http://www.amscopub.com/viewProduct.php?productID=1287101). Amazon is more expensive. We recommend having this resource by the time school starts. The first chapter of this review book may be a helpful companion to Period 1 content. You may also consider buying a used copy from a 2014-­‐15 WHS APUSH student. **HELPFUL NOTE: Most of the materials (readings, etc.) required for this summer assignment are available on the “APUSH Summer Assignment” tab on Mrs. Skone’s WHS website. You must be logged in with your NSD username and password to view this site. SUMMER ASSIGNMENT: I.
Read 1491 by Charles C. Mann (article, not entire book) in The Atlantic (March 2002). The article can be found online at the following link, or as a downloadable PDF on the summer assignment page of Mrs. Skone’s website. http://www.theatlantic.com/magazine/archive/2002/03/1491/302445/ After reading the article, write a 300-­‐word response to the article from one of the following standpoints. Support your argument with specific historical examples and textual evidence. Your typed response will be submitted to turnitin.com (login instructions for this provided first day of class). (Due: First day of class) A. The validity of the assertion that pre-­‐Columbian population was much higher than previous estimates. B. The complexity and diversity of pre-­‐Columbian cultures. C. Ways in which Native Americans interacted with, shaped, and exploited their environment and the implications of these actions on our understanding of “wilderness”. II. Read chapters 2-­‐5 in Alan Taylor’s book, American Colonies You can purchase this book through Barnes and Noble or Amazon, or you may download an electronic copy of the required chapters on Mrs. Skone’s website. Read these chapters completely and carefully. Look up unfamiliar words, reread passages you don't understand the first time, and discuss with friends the ideas or concepts that confuse you. It is recommended, but not required, that you take notes on what you read, or complete the attached reading guide. You will be tested on the content in these chapters during the first week of school. (Due: Have read by first day of class)
III. Complete the attached chart comparing Spanish, French, and Dutch colonization in North America (save the British column for after school starts). (Due: First day of class) IV. Respond to both of the following short answer questions, based on both of the completed readings (Mann and Taylor). Your answers should thoroughly and accurately address all parts of the prompt, and utilize specific historical evidence and examples to support your conclusions. Your responses must be typed (approximately 300 words each) and utilize complete sentences. You will receive directions the first day of class for how to submit your responses on turnitin.com (Due: First day of class) Prompt 1: Answer parts a, b, and c. a. Briefly explain ONE example of how contact between Native Americans and Europeans brought changes to Native American societies in the period 1492 to 1700. b. Briefly explain a SECOND example of how contact between Native Americans and Europeans brought changes to Native American societies in the same period. c. Briefly explain ONE example of how Native American societies resisted change brought by contact with Europeans in the same period. Prompt 2: Answer parts a and b. a) Briefly explain, with reference to TWO of the factors listed below, how there came together in Europe in the early 16th century both the motivation and the means to explore and colonize land across the seas: • religion • trade • technology b) Briefly describe how ONE of the three factors listed above became either more or less important in colonization by the end of the 16th century. APUSH Reading Guide for American Colonies, by Alan Taylor The following includes a list of important terms and discussion questions to assist you with the summer reading. As such, it is NOT a written assignment that must be turned in for credit. Instead, use this to keep you focused as you read, and to check your comprehension and analysis of the content as you prepare for the summer assignment quiz the first week of school (the guide is here to HELP you…☺). Chapter 2 -­‐ Colonizers Terms reconquista Vinland Taino maize cultivation Hispaniola Columbian Exchange Azores, Madeiras, Canaries Treaty of Tordesillas (1494) Questions 1. Discuss the influence of the following factors in spurring European exploration and expansion in the fifteenth century: Religion Trade Technology 2. Taylor makes a big issue over environmentalism—why? 3. Was Columbus a hero or a villain? Should we celebrate Columbus Day? Defend your position with supporting details from the text. 4. How did the settlement of the “New World” affect religious rivalries in Europe? 5. According to Taylor, what are the implications of “low counters” of the pre-­‐1492 native population? of “high counters” (Hint: What contemporary views of colonization do these often lead to?) How does Taylor’s assessment compare with Mann’s? 6. Explain the Columbian Exchange. How did contact between the “OId World” and the “New World” impact the environment, people, and cultures in each area? (Note: the Columbian Exchange is a very important APUSH concept) 7. Describe the impact of contagious diseases on the growth of Christianity in the Americas. 9. Foods from the New World radically improved Europeans’ diet, nutrition, and its subsequent population. What (incredibly ironic) impact did this then have on the Americas? Chapter 3 – New Spain Terms Cortes, Hernan encomiendas/enconmienda system conquistadores Tenochtitlan Las Casas, Bartolome de God, Gold, Glory Questions 1. Give examples of the opportunities for social mobility that motivated many Spaniards’ participation in the conquest of the Americas. 2. How was class both a cause (hint: think of feudal hierarchy) and an effect of the conquest of the Americas? 3. Though Las Casas criticisms of conquistador treatment of Natives led to some reforms, why did they fall short in effect? 4. Evaluate the following statement; use details from the chapter to support your position: “Greed was the dominant motivator of the Spanish in the Americas.” 5. How did other European states respond to Spain’s growing wealth and power, and what were the implications of those responses for the Americas? Chapter 4 – The Spanish Frontier Terms pacification Pueblo Revolt (1680) Franciscans De Soto, Hernan Popé Don Juan de Onate Pueblo Indians St. Augustine, FL Questions 1. Florida became the focus of Spain—why? How? 2. What were the short-­‐term and long-­‐term impacts of De Soto’s expedition? (Think about effects on Mississippians and for later bands of colonists.) 3. How were the Pueblo changed by their interactions with the Spanish? How were the Spanish changed by their interactions with the Pueblo? 4. Explain how and why Franciscan priests became more influential over the colonial policies in New Mexico. 5. The Pueblo Revolt (1680) and the subsequent Spanish backlash produced a new, compromised arrangement in the Rio Grande Valley. How could this indigenous population assert itself against a materially superior force when so many others had failed in trying the same? How did it begin and what happened to cause the fanaticism? (HINT: the Pueblo Revolt is a VERY IMPORTANT APUSH concept) Chapter 5 – Canada and Iroquoia Terms Northwest Passage Hurons Hudson, Henry Champlain, Samuel de Five Nations Ft. Orange Quebec Iroquois Jesuits New France mourning wars Questions 1. What were the two major Native American cultural groups? How were they distinct? 2. The key for economic development was the fur trade of New France. Why was that so? 2. Compare and contrast the Natives’ and French attitudes regarding trade in Canada. 3. What was the “vicious cycle” created by mourning wars? What is Taylor’s purpose in addressing this? 4. How did the Jesuits practices in New France compare to the Franciscans in New Spain? Did the Jesuits militant attempts to Catholicize the New World work? 5. Analyze the impact of Dutch traders on intertribal relations, particu Comparing Spanish, French, Dutch, and English Colonization in the New World **DO NOT complete English column-­‐-­‐to be completed after school starts** Directions: Compare and contrast the ways in which English colonization in the New World differed from that of the Spanish, Dutch, and French using the chart below. Spanish: pgs. 51-­‐90 French: pgs. 92-­‐113 Dutch: pgs. 105-­‐107, 248-­‐257 Spanish French Dutch English Reasons for Colonization/ Purpose of Colonies Geographic Region Colonized/ Explored Interactions and Relationship with Native Americans Religion Economy, Commerce, Labor Systems System of Government, control by “mother country”