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Wednesday, June 15, 2011

AP US History (APUSH) Summer Homework


Advanced Placement United States History
Summer Homework

UPDATED FOR 2012-2013! Welcome to APUSH!


Advanced Placement United States History
Summer Homework
To be considered for the A.P. United States History class all students must complete the following:

  • Check out the following books from the library:
    • The American Pageant
    • American Spirit, Vol. 1 & 2
    • Fast Track to a 5
  • Purchase A People’s History of the United States by Howard Zinn
  • Read Chapters 1-5 in The American Pageant
  • Read The American Spirit, Vol. 1(selected readings)
  • Read chapter 1-4 in A People’s History of the United States
  • Complete and turn in summer homework no later than Tuesday, Aug. 28th to the box in the Main Office.
  • The summer assignments can be found here:
    • http://classjump.com/mrheadley/index.php
    • http://mhssummerhomework.blogspot.com/ 
  • Take summer reading exam on the second day of school

If you have any questions during the summer please e-mail me at mheadley@busd.k12.ca.us 

Have a wonderful summer!!

Mr. Headley 


APUSH Summer Homework Assignment
In order to be admitted into the AP United States History Class, all students must complete all parts of the assignment below.

The following assignment must be done in a spiral notebook. (It will be added to as the year continues and by the end of the school year you will have a notebook that will include all of your work.) This must be hand written and in order by chapter. (Chapter 1 of The American Pageant assignment, then Chapter 1 of The American Spirit assignment) 

ID’s should include the following information: who or what the term was, when it occurred (dates), where it occurred, and why it was significant (important). 
Example: Theodore Roosevelt: 26th President of the U.S. from 1901-1909. Roosevelt is considered the first modern president and the first of the progressive presidents known for bringing about many reforms. He is also well known for his foreign policy.

Part 1: From The American Pageant (Submit in Notebook)
Chapter 1
Identify, describe, and state the historical significance of the following:
Montezuma
Hernan Cortes
Robert de La Salle
Ferdinand Magellan
Renaissance
Treaty of Tordesillas
Three sister farming
Spanish Armada
Aztecs
Pueblo Indians
Iroquois Confederacy
Encomienda


Completely answer the following questions. Answers should be approx. one-half page in length.
  • Describe the impact of Europeans on Native American cultures and the impact of native cultures on Europeans. Then explain why it was or why it was not a good thing that European culture prevailed.
  • Summarize the motives, expectations, problems, and rewards associated with the age of European expansion.
  • It is sometimes said that the Europeans who came to the Americas settled a “virgin land” that was unused and unspoiled. Write an essay demonstrating that this is or is not an accurate description of what happened.
  • What was the nature of slavery in Africa before the arrival of the Spanish?
  • Describe both the positive and negative benefits of the Columbian Exchange on the Old and New World.

Chapter 2
Identify, describe, and state the historical significance of the following:
Pocahontas
Powhatan
John Rolfe
Lord Baltimore
James Oglethorpe
John Smith
Francis Drake
William Penn
Elizabeth I
George II
Nation-state
Joint-stock company
House of Burgesses
Yeoman
Law of primogeniture
Indentured servitude
Maryland Act of Toleration
Virginia Company
Act of Toleration
Santa Fe
Quebec
Jamestown


Completely answer the following questions. Answers should be approx. one-half page in length.
  • What lessons do you think the English colonists learned from their early Jamestown experience? Focus on matters of fulfilling expectations, financial support, leadership skills, and relations with Indians. What specific developments illustrate that the English Living in the plantation colonies tried to apply these lessons?
  • In many ways, North Carolina was the least typical of the five plantation colonies. Describe the unique features of Colonial North Carolina and explain why this colony was so unlike its southern neighbors.
  • Compare and contrast the ways in which tobacco and sugar affected the social and economic development of colonial America.
  • Discuss the English treatment of the Irish and its consequences.
  • Rank the items in the following list, starting with the one that you think had the most important consequences. Then justify your ranking. Finally, speculate as to what might have happened had these events not occurred.
    • The cultivation of tobacco in Virginia
    • The introduction of slavery into the plantation colonies
    • The “enclosing of croplands in England

Chapter 3
Identify, describe, and state the historical significance of the following:
John Calvin
Anne Hutchinson
Roger Williams
John Winthrop
John Cotton
Predestination
Salutary neglect
“city upon a hill”
Protestant Reformation
Pilgrims
New England Confederation
Massachusetts Bay 
    Colony
Navigation Laws
Glorious Revolution
Dutch East India 
    Company
Separatists
Quakers
Protestant Ethic
Mayflower Compact
Fundamental Orders
French Huguenots
Church of England


Completely answer the following questions. Answers should be approx. one-half page in length.
  • Analyze the extent to which the government of Massachusetts Bay was simultaneously theocratic, democratic, oligarchic, and authoritarian.
  • Which of the New England or middle colonies would you have preferred to live in? Explain your answer by discussing your selections social, economic, political, religious, and ethnic characteristics.
  • In your opinion, which three of the twelve colonies founded in the 17th century made the most significant contributions to the perennial American values of democratic self-government, educational opportunity, religious toleration, social plurality, and economic materialism. Explain your choice.
  • Write your interpretation of John Winthrop’s comment the Massachusetts Bay was to be “as a city upon a hill” and “a beacon of to mankind.” In your opinion, do Americans still hold this view of their nation’s role in the world? Why or why not?
  • In what ways was the Mayflower Compact a genuine step toward self-government?

Chapter 4
Identify, describe, and state the historical significance of the following:
Nathaniel Bacon
William Berkeley
Headright system
Middle passage
Bacon’s Rebellion
Half-Way covenant


Completely answer the following questions. Answers should be approx. one-half page in length.
  • Compare and contrast the economies, geography and climate, mortality rates, sex ratios, and family relationships of New England and the southern colonies.
  • Assess the extent to which distinctions of wealth and status were widening or narrowing as the century drew to a close? Why
  • Identify the main cause of Bacon’s Rebellion: resentment felt by back country farmers, Governor Berkeley’s Indian policies, or the pressure of the tobacco economy? Justify your choice.
  • Describe what you think town life contributed to the life-style of New Englanders; then consider what the consequence of the absence of towns was in the colonial south.
  • Compare and contrast the status of women in the South with that of New England.

Chapter 5
Identify, describe, and state the historical significance of the following:
Jonathan Edwards
Benjamin Franklin
George Whitfield
John Peter Zenger
Paxton Boys
Great Awakening
Triangular trade
Molasses Act
Scots-Irish
Old Lights
New Lights


Completely answer the following questions. Answers should be approx. one-half page in length.
  • Summarize the key features of the American population in the early 18th century. Consider its source, size, location, diversity, and mobility.
  • Assess the extent to which the Great Awakening, an intensely religious movement, contributed to the development of the separation of church and state in America.
  • Write your definition of democracy. Then use this definition to argue that colonial politics had or had not become democratic by 1760.
  • Early America was not a world of equality and consensus, yet many immigrants poured in, seeing America as a land of opportunity. How could they draw such a conclusion?
  • What were the short term and long term consequences of the American colonists seeking foreign markets for their exports?

Part II: From The American Spirit, Vol.1 (Submit in Notebook)
Read the following documents from The American Spirit and answer the questions.
  • Chapter 1: New World Beginnings (Answer TWO Thought Provokers on page 30)
    • A. The Native Americans 
      • 1. Visualizing the New World (1505, 1509) 
      • 2. Juan Ginées de Sepúlveda Belittles the Indians (1547) 
      • 3. Bartoemé de Las Casas Defends the Indians (1552) 
      • 4. Hernando de Soto Encounters the Indians of the Southeast (1539-1542) 
    • B. The Spanish in America 
      • 1. Hernán Cortès Conquers Mexico (1519-1526) 
      • 2. Aztec Chroniclers Describe the Spanish Conquest of Mexico (1519) 
      • 3. Francisco Coronado Explores the American Southwest (1541) 
      • 4. Don Juan de Oñate Conquers New Mexico (1599) 
    • C. The African Slave Trade 
      • 1. Mungo Park Describes Slavers in the African Interior (c. 1790) 
      • 2. A Slave Is Taken to Barbados (c. 1750) 
      • 3. A Young African Boy Is Taken into Slavery (c. 1735) 
    • D. New Worlds for the Taking 
      • 1. John Cabot Voyages for England (1497) 
      • 2. Richard Hakluyt Calls for an Empire (1582) 
      • 3. An English Landlord Describes a Troubled England (1623) 
      • 4. Hakluyt Sees Englands Salvation in America (1584) 
  • Chapter 2: The Planting of English America, 1500-1733 (Answer TWO Thought Provokers on page 40)
    • A. Precarious Beginnings in Virginia 
      • 1. The Starving Time (1609) 
      • 2. Governor William Berkeley Reports (1671) 
    • B. The Mix of Cultures in English America 
      • 1. The Great Indian Uprising (1622) 
      • 2. A West Indian Planter Reflects on Slavery in Barbados (1673) 
      • 3. A Missionary Denounces the Treatment of the Indians in South Carolina (1708) 
    • C. Religious Strife in Maryland 
      • 1. The Intolerant Act of Toleration (1649) 
      • 2. Persecutions of the Catholics (1656) 
  • Chapter 3: Settling the Northern Colonies, 1619-1700 (Answer Thought Provokers on page 61)
    • A. The Planting of Plymouth 
      • 1. The Pilgrims Leave Holland (1620) 
      • 2. Framing the Mayflower Compact (1620) 
      • 3. Abandoning Communism at Plymouth (1632) 
    • B. Conformity in the Bay Colony 
      • 1. John Cotton Describes New England's "Theocracy" (1636) 
      • 2. Anne Hutchinson Is Banished (1637) 
      • 3. John Winthrop's Concept of Liberty (1645) 
      • 4. Puritan Mistreatment of Quakers (1660) 
    • C. The Rule of Biblical Law 
      • 1. The Blue Laws of Connecticut (1672) 
      • 2. A Defense of Buying Indian Land (1722) 
    • D. Indian-White Relations in Colonial New England: Three Views of King Philip's War 
      • 1. Mary Rowlandson Is Captured by Indians (1675) 
      • 2. Plymouth Officials Justify the War (1675) 
      • 3. A Rhode Island Quaker Sympathizes with the Indians (1675) 
    • E. Founding the Middle Colonies 
      • 1. The Misrule of "Peter the Headstrong" (1650) 
      • 2. Early Settlers in Pennsylvania (1682) 
  • Chapter 4: American Life in the Seventeenth Century, 1607-1692 (Answer TWO Thought Provokers on page 82)
    • A. Indentured Servants in the Chesapeake Region 
      • 1. A Contract for Indentured Service (1635) 
      • 2. A Londoner Agrees to Provide a Servant (1654) 
      • 3. A Servant Describes His Fate (c. 1680) 
      • 4. A Servant Girl Pays the Wages of Sin (1656) 
      • 5. An Unruly Servant Is Punished (1679) 
    • B. Bacon's Rebellion and Its Aftermath 
      • 1. The Baconite Grievances (1677) 
      • 2. The Governor Upholds the Law (1676) 
      • 3. Slavery Is Justified (1757) 
    • C. Slavery in the Colonial Era 
      • 1. The Conscience of a Slave Trader (1694) 
      • 2. The Stono River Rebellion in South Carolina (1739) 
    • D. Life Among New England's Puritans 
      • 1. Cotton Mather on the Education of His Children (1706) 
      • 2. A Dutchman Visits Harvard College (1680) 
      • 3. The Salem Witch Hysteria (1692) 
  • Chapter 5: Colonial Society on the Eve of Revolution, 1700-1775 (Answer TWO Thought Provokers on page 103)
    • A. The Colonial Melting Pot 
      • 1. Benjamin Franklin Analyzes the Population (1751) 
      • 2. Gottlieb Mittelberger Voyages to Pennsylvania (c. 1750) 
      • 3. Michel-Guillaume Jean de Crèvecoeur Discovers a New Man (c. 1770) 
      • 4. The Growth of the Colonial Population (1740-1780) 
    • B. The Great Awakening 
      • 1. George Whitefield Fascinates Franklin (1739) 
      • 2. Jonathan Edwards Paints the Horrors of Hell (1741) 
    • C. The Colonial Economy 
      • 1. The West Indian Connection (1766) 
      • 2. The Pattern of Colonial Commerce (1766) 
      • 3. A Traveler Views the Mistakes of New England Farmers (1775) 
    • D. The Shoots of Democracy 
      • 1. The Epochal Zenger Trial (1735) 
      • 2. Crèvecoeur Finds a Perfect Society (c. 1770) 
Part 3: Free Response Questions (Submit in Notebook)
Choose TWO of the following free response questions to answer.

1. Early encounters between American Indians and European colonists led to a variety of relationships among the different cultures.
Analyze how the actions taken by BOTH American Indians and European colonists shaped those relationships in TWO of the following regions. Confine your answer to the 1600s.
New England
Chesapeake
Spanish Southwest
New York and New France

2. Analyze the difference between the Spanish settlements in the Southwest and the English colonies in New England in the seventeenth century in terms of TWO of the following:
Politics
Religion
Economic development

3. Compare the ways in which religion shaped the development of colonial society (to 1740) in TWO of the following regions:
New England
Chesapeake
Middle Atlantic
Part 4: A People’s History of the United States questions
  • How does Zinn's portrayal of Columbus' 'discovery' differ from the version you were taught in elementary and high school? Do you feel it is more just to present him as a hero, or as Zinn does in Chapter 1? Why? 
  • Write down five important things Zinn says about Columbus (Include page numbers).
  • Given some of the poverty and religious oppression going on in Europe at the time of the colonization of America, do you feel the Westward surge of white-occupancy on Indian land was justified?
  • How did the Virginia ruling class begin to drive a wedge between the white indentured servants and enslaved blacks?
  • What is the evidence that Bacon’s Rebellion in 1676 “had the overwhelming support of the Virginia population?”
  • What experiences besides economic deprivation or hardship might have caused colonists to resent their local or state governments?
  • Define the “Lower Orders” and the “Local Political and Social Elite” in terms of:
    • Percentage of community wealth controlled
    • Occupations
    • Political and economic interests
    • Social labels/epithets


Part 5: Online Quizzes (Submit Online)
When you are finished with each chapter, you will take the chapter quiz. You will find the quizzes at: http://college.cengage.com/history/us/kennedy/am_pageant/13e/ace/ace1.html 
Click where it says ACE Practice Test
Quiz results must be submitted to me upon completion. When you finish the quiz, click on the view/save icon at the bottom left of the quiz window. A new window will open that will allow you to email me the results. Please complete the form in the following manner:
Class/Course Name – APUSH
Student Name – Your first and last name
Student Email – Your email
Instructor Name – Headley
Instructor Email – mheadley@busd.k12.ca.us 
Subject Line – Your first and last name



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