Summer Assignment Terms and Essays

Summer Assignment Terms and Essays AP History www.chsapus2015.wordpress.com

Welcome to the world of Advanced Placement American History! The first question that you have to ask is WHY ARE YOU TAKING THIS COURSE? Is it because…  it will look good on your transcript?  it was the next honors level course in history?  your parents made you do it?  your friends are taking it?  you want the challenge of a demanding, nearly impossible course?  you love the History Channel?  you don’t need sleep and love writing essays and answering impossible multiple-choice tests?  you want to get a 5 on the AP Test and brag about it to your friends and relatives via Facebook and Twitter?

Whatever your reason for enrolling in the class, congratulations for taking this step. Now for the summer assignment…

1. Email your name and barcode number found on inside cover ([email protected]) by June 20th.

(All of the following items must be emailed together and by the first day August 16, 2015)

2. Type the Presidents of the United States and their years of service in chronological order. 3. Create a map of the United States; label each state and its capital, major landmasses and waterways, as well as major cities (it can be computer generated as well) 4. Please complete one outline for each of the first six chapters of the text. Your outlines must cover each section of the chapter in your own words. 5. Highlight (with a highlighter) each of the following terms inside of those outlines. Please note, they go left to right and then down. 6. Complete the chapter questions that follow the identification list. 7. Complete the short paper that follows the chapter questions.

Marco Polo Francisco Pizzaro Juan Ponce De León Hernando De Soto Montezuma Christopher Columbus Hernán Cortés Francisco Coronado Renaissance mestizos Treaty of Tordesillas “three sister” farming Great Ice Age Canadian Shield Mound Builders Spanish Armada Black legend conquistadores Aztecs Pope’s Rebellion Pueblo Indians

Lord De La Warr Walter Raleigh Pocahontas James Oglethorpe Powhatan Humphrey Gilbert Handsome Lake Oliver Cromwell John Rolfe John Smith Lord Baltimore nation-state yeoman joint-stock company proprietor slavery longhouse enclosure squatter House of Burgesses primogeniture royal charter indenture servitude slave codes starving time

First Anglo-Powhatan War Restoration Second Anglo-Powhatan War Act of Toleration Savannah Indians Barbados Slave Code Iroquois Confederacy Virginia Company Ireland

John Calvin Thomas Hooker Anne Hutchison William Penn Roger Williams John Winthrop Henry Hudson King Philip William Bradford John Cotton Peter Stuyvesant Sir Edmund Andros William Laud

the “elect” “visible saints” franchise conversion patroonship doctrine of a calling predestination covenant freemen antinomianism

Protestant Reformation Puritans Pilgrims General Court New England Confederation Dutch West India Company Calvinism Separatists Massachusetts Bay Company Bible Commonwealth Dominion of New England Quakers Institutes of the Christian Religion Mayflower Navigation Laws Protestant Ethic great Puritan Migration Mayflower Compact Glorious Revolution Fundamental Orders

William Berkeley Nathaniel Bacon indentured servants jeremiads slave codes middle passage headright system

Bacon’s Rebellion Half-Way Covenant Leisler’s Rebellion Jonathan Edwards John Peter Zenger Benjamin Franklin Phillis Wheatley Michel-Guillaume de Crevecoeur John S. Copley George Whitefield

Paxton Boys old and new lights Great Awakening triangular trade Catawba nation Molasses Act rack-renting Scots-Irish Regulator movement naval stores

Melting pot sect Agitators stratification Mobility elite Almshouse gentry Tenant farmer penal code Veto apprentice Speculation revival Secular

Samuel de Champlain James Wolfe William Pitt Edward Braddock Antoine Cadillac Pontiac Robert de La Salle

Huguenots Iroquois French and Indian War New France Acadians Proclamation of 1763 War of Spanish Succession Cajun Albany Congress Edict of Nantes Please answer each of the following items from Chapter One through Chapter Six Chapter One 1. Describe the geological and geographical conditions that set the stage for North American history. 2. Describe the origin and development of the major Indian cultures in America. 3. Explain the developments in Europe and Africa that led up to Columbus’s voyage to America. 4. Explain the changes and conflicts that occurred when the diverse worlds of Europe, Africa, and the Americas “collided” after 1492. 5. Describe the Spanish conquest of Mexico and South America and identify the major features of Spanish colonization and expansion in North America.

Chapter Two To understand historical events, we frequently compare one set of conditions with another so as to illuminate both similarities and differences. In this chapter, there are comparisons of English colonization in North America with (a) England’s imperial activity in Ireland (p. 26), (b) Spanish colonization (pp.26-27), and (c) England’s colonies in the West Indies (pp.34-36). Examine these three comparisons, and then answer the following questions.

1. What similarities developed between the English attitude toward the Irish and the English attitude toward Native Americans? 2. What characteristics of England after the victory over the Spanish Armada were similar to Spain’s condition once century earlier? 3. How was the sugar economy of the West Indies different from the tobacco economy of the Chesapeake?

4. State the factors that led England to begin colonization. 5. Describe the development of the Jamestown colony from its disastrous beginnings to its later prosperity. 6. Describe the cultural and social changes that Indian communities underwent in response to the English colonization. 7. Describe changes in the economy and labor system in Virginia and other southern colonies. 8. Indicate similarities and differences among the southern colonies of Virginia, Maryland, North Carolina, South Carolina, and Georgia.

Chapter Three

1. Describe the Puritans and their beliefs and explain why they left England for the New World. 2. Explain the basic governmental and religious practices of the Massachusetts Bay Colony. 3. Explain how conflict with religious dissenters, among other forces, led to the expansion of New England. 4. Describe the changing relations between the English colonists and the Indians. 5. Explain why New York, Pennsylvania, and the other middle colonies became so ethnically, religiously, and politically diverse. 6. Describe the central feature of the middle colonies and explain how they differed from New England.

Write your interpretation of John Winthrop’s comment that Massachusetts Bay was to be “as a city upon a hill” and “a beacon to mankind.” In your opinion, do Americans still hold this view of their nation’s role in the world? Why or why not?

Some historians have argued that Puritanism was especially suited for life in the wilderness of the seventeenth-century America. Do you agree or disagree?

Chapter Four

1. Describe the basic population structure and social life of the 17th century colonies. 2. Compare and contrast the different populations and ways of life of the southern colonies and New England. 3. Explain how the problems of indentured servitude led to political trouble and the growth of African slavery. 4. Describe the slave trade and the character of early African-American society. 5. Explain how the New England way of life centered on family, town, and church, and describe the changes that affected this way of life. 6. Describe the various conditions affecting women and family life in the 17th century colonies.

7. Why does discontented white indentured labor lead the way to slavery?

8. How are the importation of slaves and the slave system linked to the development of prejudice and how does prejudice justify slavery?

9. Why was family life in New England so different from family life in the South?

10. Why did slavery grow to be such an important institution in colonial America? What were the effects of slavery on the Africans who were brought to the New World?

11. What was attractive and unattractive about the close knit New England way of life?

12. Were the Salem witch trials a peculiar, aberrant moment in an age of superstition, or did they reflect common human psychological and social anxieties that could appear in any age? How harshly should those who prosecuted the “witches” be condemned?

13. How did African Americans work to adapt their native traditions under the conditions of New World slavery? What kinds of traditions were most successfully preserved? 14. What enabled African-Americans in the Chesapeake region to develop societies where – unusual for the history of slavery – the population reproduced and grew through natural increase? What does this suggest about the nature of families under slavery? How might these circumstances have affected the relationship between slaves and slaveholders?

Chapter Five

1. Describe the basic population and social structure of the eighteenth-century colonies and indicate how they had changed since the seventeenth century. 2. Explain how the economic development of the colonies altered the patterns of social prestige and wealth. 3. Explain the causes and effects of the Great Awakening. 4. Describe the origins and development of education, culture, and the learned professions in the colonies. 5. Describe the basic features of colonial politics, including the roles of various officials and informal institutions.

6. Understand the economic activities and relationships of the different parts of the colonial “social pyramid” discussed in the text (pp. 87, 90). Explain especially the trend toward greater hierarchy with a wealthy elite on the top and the “jayle birds” and others on the bottom. How might this tendency concern the “middle class” of the colonies?

7. Understand how the Great Awakening marked a key transition from the lukewarm style of religion fostered by “established” (tax-supported) colonial churches to the strong commitment required by the “voluntary” (member-supported) churches that became the American norm. Are there arguments for the contention that the Great Awakening played a prominent role in promoting the American Revolution?

8. Look at the issue of racial, ethnic and religious diversity in the colonies. How diverse were the colonies really, since the ethnic groups were all northern European – except blacks – and the religious groups almost all Protestant?

9. In what ways was colonial life attractive, and in what ways would it seem tedious and dull to the average 21st century American?

10. From the Scots-Irish a. What characteristics did the Scots-Irish develop from their history before arriving in America? How did their American experience relate to that earlier history?

b. Why were the Scots-Irish likely to be especially fervent patriots in the American Revolution? What issues might separate them from other Americans revolutionists, like the New Englanders or the Virginia Planters?

Chapter Six

1. Explain why France and Britain engaged in their great contest for North America and why Britain won.

2. Explain how the series of wars with France affected Britain’s American subjects and helped pave the way for their later rebellion against the mother country.

3. Describe France’s North American empire and compare it with Britain’s colonies.

4. Explain how North American political and military events were affected by developments on the larger European stage.

5. Why is Quebec more important than, say, Fort Duquesne in relation to the St. Lawrence River and the Atlantic Ocean?

6. Why was it essential to capture Louisbourg before attacking Quebec?

7. What was the strategic situation of remaining French forces in the Great Lakes area once Montreal and Quebec were captured?

8. Explain how and why the British won the French and Indian War. The focus might be on the reasons for the early French successes as well as the reasons for the eventual British triumph.

9. Examine the French and Indian War, and the other colonial struggles, from the perspective and the historical of the Indians. Consider how they viewed the struggles between European powers, and how they tried to make tensions between settlers and colonial governments work to their advantage.

10. Explain the key paradox: Britain’s victory over France – which the British colonists officially supported – actually created new sources of tension between Americans and the mother country.

11. Examine French relations with the Indians compared with British (and perhaps Spanish), and consider why most Indians supported France against Britain. 12. Illustrate the double role of the colonists as both “British subjects” and “Americans.” Explain how Washington’s status as a colonial underling clashed with his status as a young Virginia aristocrat – and reflected all the colonists’ frustrations with their subordinate role.

13. Should the French and Indian War be considered one of the major causes of the American Revolution? Why or why not?

Finally, the last part of the assignment needs no research. Please write a two page essay on a person or event that changed American History (for example, the impact of the telegraph, William Gates, Martin Luther King Jr., Gloria Steinam, Cesar Chavez, Alexander Hamilton, 9/11, etc). Do not research any information for this. I want your opinion. Please email your paper to me ([email protected]) by August 16, 2015.

There will be an exam in the first week of school over the terms and concepts given above.

Summer Assignment Checklist

______Name and bar code (June 20) (15) ______List of Presidents (15) ______Map of the United States (20) ______Ch. 1-6 outlines (100) ______Ch. 1-6 extended response (100) ______Most influential essay (10)