George Ranch High School AP United States History Summer Reading and Assignment

For the summer of 2015, students will complete the following assignments:

1. Period 1 Review (20 points) A. Selectively highlight EVERY statement. Any statement not selectively highlighted will be marked as incorrect. B. Define every term.

2. Period 1 Timeline (10 points) A. Place ten events from the review on a timeline. Create a small, hand drawn picture or icon.

3. Period 1 Maps (30 points—15 points per map) A. Native American Map labeled with the following information:

1. immigration routes of the First Americans 2. location of major tribes (e.g., Wampanoag, Mohican, Pequot, Iroquois, Shawnee, Potawatomi, Ottowa, Chippewa, Menominee, Apache, Cherokee, Creek, Comanche, Huron, Algonquian, Sioux, Cheyenne, Arapaho, Nez Perce, Caddo, Ute, Hopi, and Inuit) 3. ways of life for the major tribes 4. Pacific Ocean, Atlantic Ocean, Gulf of Mexico, Mississippi River, Ohio River

5. European Claims Map labeled and colored with the following information: 1. Pacific Ocean, Atlantic Ocean, Gulf of Mexico, Mississippi River, Ohio River 2. Claims of: A. Spanish B. French C. English D. Dutch

4. Article and Article Review (40 points—20 points for article annotation and 20 points for review) 1. Read, highlight and annotate the article “The Kaleidoscope of Early America” 2. Complete the article review.

Guidelines:  The assignment will count as a major test grade  Due date: August 24th—the first day of school  Bonus points will be awarded for those that have completed the assignment in a timely manner. Monday, August 24th +10 points Tuesday, August 31st +0 points Tuesday, August 25th +8 points Wednesday, September 1st -20 points Wednesday, August 26th +6 points Thursday, September 2nd -50 points Thursday, August 27th +4 points Friday, August 28th +2 points

 Any assignments turned in after this time will be a 0. Students who enter the class late will still be required to complete the summer reading on an adjusted schedule.

Please contact the AP US History teacher, Mrs. Wilkening at [email protected] if you have any questions. 1

Name ______

PERIOD 1: 1491–1607

Instructions: Read and selectively highlight each sentence. Define each term. Be prepared to write a summary statement for each sentence using the accompanying terms.

Overview: On a North American 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.

A. Economic Development and Social Diversification Among Native Societies The spread of maize cultivation from present-day Mexico northward into the American Southwest and beyond supported economic development and social diversification among societies in these areas; a mix of foraging and hunting did the same for societies in the Northwest and areas of California.

1.Pueblo

2.three sisters farming

3. Chinook

B. Mobile Lifestyles in Native Societies Societies responded to the lack of natural resources in the Great Basin and the western Great Plains by developing largely mobile lifestyles.

C. Native Societies in the Northeast and Atlantic Seaboard In the Northeast and along the Atlantic Seaboard, some societies developed a mixed agricultural and hunter–gatherer economy that favored the development of permanent villages.

1.Iroquois

2.Algonquian.

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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.

A. Spanish and Portuguese Exploration and Conquest Spanish and Portuguese exploration and conquest of the Americas led to widespread deadly epidemics, the emergence of racially mixed populations, and a caste system defined by an intermixture among Spanish settlers, Africans, and Native Americans.

1. smallpox

2. Caste system (or casta system)

3. Mestizo

4. Zambo

B. Spanish and Portuguese Slave Trade Spanish and Portuguese traders reached West Africa and partnered with some African groups to exploit local resources and recruit slave labor for the Americas.

C. Spanish Economics in the New World The introduction of new crops and livestock (cows and horses) by the Spanish had far-reaching effects on native settlement patterns as well as on economic, social, and political development in the Western

1. Columbian Exchange

D. In the economies of the Spanish colonies, Indian labor, used in the encomienda system to support plantation-based agriculture and extract precious metals and other resources, was gradually replaced by African slavery.

1. encomienda system

2. sugar and silver production in the New World

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2. European expansion into the Western Hemisphere caused intense social/religious, political, and economic competition in Europe and the promotion of empire building.

A. European Colonization in the New World European exploration and conquest were fueled by a desire for new sources of wealth, increased power and status, and converts to Christianity.

1. Christopher Columbus

2.Juan Ponce de Leon

3.St. Augustine,, 1565

4.Sir Walter Raleigh

5.Roanoke, 1586

B. European Economics in the New World New crops (e.g.corn and potatoes) from the Americas stimulated European population growth, while new sources of mineral wealth facilitated the European shift from feudalism to capitalism.

C. Developments Making Colonization Possible Improvements in technology and more organized methods for conducting international trade helped drive changes to economies in Europe and the Americas.

1. sextant

2. joint-stock companies

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.

A. Treatment of Native Americans With little experience dealing with people who were different from themselves, Spanish and Portuguese explorers poorly understood the native peoples they encountered in the Americas, leading to debates over how American Indians should be treated and how “civilized” these groups were compared to European standards.

1. Juan de Sepúlveda

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2. The Black Legend

3. Bartolomé de Las Casas

B. Beliefs in White Superiority Many Europeans developed a belief in white superiority to justify their subjugation of Africans and American Indians, using several different rationales.

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

A. Native American Resistance to European Colonization European attempts to change American Indian beliefs and worldviews on basic social issues such as religion, gender roles and the family, and the relationship of people with the natural environment led to American Indian resistance and conflict.

1. Spanish mission system

2. Pueblo

3. Juan de Oñate

4. Acoma Pueblo

5. Popès Rebellion

B. African Culture in the New World In spite of slavery, Africans’ cultural and linguistic adaptations to the Western Hemisphere resulted in varying degrees of cultural preservation and autonomy.

1. maroon communities in Brazil and the Caribbean

2. mixing of Christianity and traditional African religions

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PERIOD 1: 1491–1607 Native American Map

Label the map below with the following information:

1. Immigration routes of the First Americans 2. Location of major tribes (e.g., Wampanoag, Mohican, Pequot, Iroquois, Shawnee, Potawatomi, Ottowa, Chippewa, Menominee, Apache, Cherokee, Creek, Comanche, Huron, Algonquian, Sioux, Cheyenne, Arapaho, Nez Perce, Caddo, Ute, Hopi, and Inuit) 3. Pacific Ocean, Atlantic Ocean, Gulf of Mexico, Mississippi River, Ohio River

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PERIOD 1: 1491–1607 European Claims Map

Label and color the map below with the following information: 1. Pacific Ocean, Atlantic Ocean, Gulf of Mexico, Mississippi River, Ohio River 2. Claims of: A. Spanish C. English B. French D. Dutch

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PERIOD 1: 1491–1607 Article: The Kaleidoscope of Early America from New Worlds for All: Indians, Europeans and the Remaking of Early America by Colin G. Calloway

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PERIOD 1: 1491–1607 Article Review

Name: ______Points: _____

Title of Article: ______

Author of Article: ______

Summary of the Article (15 points): ______

Things I Learned from the Article (5 points): 1.

2.

Questions I Have from the Article and / or Wish to Pose During the Seminar (5 points): 1.

2.

3.

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