Name: ___________________________________________ 2019 AP WORLD SUMMER ASSIGNMENT Using your textbook, complete the following for each chapter: 1. Read Chapters 17 & 18 2. Vocabulary - to be done on lined paper. Please attach. 3. Map Exercises 4. Primary Source Analysis 5. Charts 6. Guided Notes To access the guided notes and other study materials, go to our AP World 10 (Summer Assignment) Google Classroom: - https://classroom.google.com/ - Select the + symbol in the right hand corner to join a class - Enter the code - 20kz039 This Assignment should be brought to the 1st DAY OF CLASS– No exceptions. You will be TESTED within the first week of school. The test will consist of multiple choice questions and a written response. Chapter 17 The Diversity of American Colonial Societies Vocabulary: Using your textbook, take notes/define the terms on a separate sheet of paper and attach. 1. Columbian Exchange 2. Viceroy 3. Bartolome de Las Casas 4. Potosi 5. Encomienda 6. Mita 7. Creoles 8. Mestizos 9. Mulattos 10. Castas 11. Indentured Servants 12. House of Burgesses 13. Pilgrims 14. Puritans 15. Iroquois Confederacy 16. New France 17. Coureurs de bois 18. Tupac Amaru II 19. Navigation Acts Map Exercises: Plot the following on the maps provided. All maps should include a KEY. Using map 17.1 Colonial Latin America in the Eighteenth Century - Identify the following, differentiating between Spanish and Portuguese land: Viceroyalty of New Spain Viceroyalty of New Granada Viceroyalty of Brazil Viceroyalty of Peru Viceroyalty of La Plata Audiencia of Chile - Identify silver mines with symbol Using map 17.2 European Claims in North America, 1755-1763 - Label each of these regions and color-code by colonizer as of 1755: British French Spanish Russian Use shading to show changes by 1763 Chart: The Colombian Exchange– take detailed notes with specifics from the text. Old World (origin) New World (origin) People (Population, Races, Social Status) Plants Animals Diseases Social Impact Economic Impact Comparing Colonial Societies in the Americas Directions: Read the passage below and underline/highlight all of the direct comparisons between Latin America and North America that you can find! Then using the information from this reading and your summer assignment, complete the Venn Diagram that follows. What the Europeans had discovered across the Atlantic was a second “old world” but their actions surely gave rise to a “new world” in the Americas. In at least one respect, these various colonial empires – Spanish, Portuguese, British and French – had something in common. Each of them was viewed through the lens of the prevailing economic theory known as mercantilism. This view held that European governments served their countries’ economic interests best by encouraging exports & accumulating bullion (precious metals such as silver and gold), which were believed to be the source of national prosperity. Colonies, in this scheme of things, proved closed markets for the manufactured goods of the “mother country.” Mercantilist thinking thus fueled European wars & colonial rivalries around the world in the early modern era. Because the British were the last of the European powers to establish a colonial presence in the Americas, a full century after Spain, they found that “only the dregs were left.” The lands acquired were largely regarded in Europe as the unpromising leftovers of the New World, lacking the obvious wealth and sophisticated cultures of the Spanish possessions. Until at least the eighteenth century, these British colonies remained far less prominent on the world stage than those of Spain or Portugal. The British settlers came from a more rapidly changing society than did those from an ardently Catholic, semi-feudal, authoritarian Spain. When Britain launched its colonial ventures in the seventeenth century, it had already experienced considerable conflict between Catholic & Protestants, the rise of a merchant capitalist class distinct from the nobility, & the emergence of parliament as a check on the authority of the kings. Although they brought much of their English culture with them, many of the British settlers – Puritans in Massachusetts and Quakers in Pennsylvania for example – sought to escape aspects of an old European society rather than to recreate it, as was the case for most Spanish and Portuguese colonists. The easy availability of land and the outsider status of many British settlers made it even more difficult to follow the Spanish or Portuguese colonial pattern of sharp class hierarchies, large rural estates and dependent laborers. The British settlers also were far more numerous; by 1750, they outnumbered Spanish settlers by five to one. This disparity was the most obvious distinguishing feature of the New England and middle Atlantic colonies. Devastating diseases and a highly aggressive military policy had largely cleared the colonies of Native Americans, and their numbers did not rebound in subsequent centuries as they did in the lands of the Aztecs and the Incas. Moreover, slaves were not needed in an agricultural economy dominated by numerous small-scale independent farmers working their own land, although elite families, especially in urban areas, sometimes employed household slaves. These were almost pure settler colonies, without the racial mixing that was so prominent in Spanish and Portuguese territories. The grand irony of the modern history of the Americas lay in the reversal of long-established relationships between the northern and southern continents. For thousands of years, the major centers of wealth, power, commerce, and innovation lay in Mesoamerica and the Andes. That pattern continued for much of the colonial era, as the Spanish and Portuguese colonies seemed far more prosperous and successful than their British or French counterparts. In the nineteenth and twentieth centuries, however, the balance shifted. What had once been the “dregs” of the colonial world became the United States, which was more politically stable, more democratic, more economically successful & more internationally powerful than a divided, unstable, & economically less developed Latin America Source: Ways of the World (Strayer) Chpt 17: The Diversity of American Colonial Societies 1530–1770 The Columbian Exchange Demographic Changes The peoples of the New World _________________________ to diseases from the ____________________________. Smallpox, ________________, diphtheria, typhus, __________________, malaria, and yellow fever led to severe _______________________________ of native peoples in the Spanish and Portuguese _____________________________. ________________________________ was the only significant disease thought to have been ___________________________________________ to Europe. Similar patterns of contagion and mortality may be observed in the __________ and _____________________________ in _____________________________. _____________did not use disease as a tool of empire, but the spread of Old World diseases clearly undermined the ability of___________ peoples to resist settlement and accelerated cultural change. Transfer of Plants and Animals European, Asian, and African food crops were introduced to the Americas while American crops, including_________, __________,__________ , manioc, and___________, were brought to the Eastern Hemisphere. The ______________of New World food crops is thought to be one factor contributing to the rapid growth in world population after 1700. The introduction of European livestock such as cattle, pigs, horses, and sheep had a dramatic influence on the _______________and on the ____________of the native people of the Americas. Old World ___________destroyed the crops of some Amerindian farmers. Other Amerindians benefited from the introduction of cattle, sheep, and horses. Spanish America and Brazil State and Church The Spanish crown tried to exert ________control over its American colonies through a supervisory office called the _________of the__________. In practice, the difficulty of communication between _________and the _____ ________ led to a situation in which the Viceroys of New Spain and Peru and their subordinate officials enjoyed a substantial degree of_________. After some years of neglect and mismanagement, the ______________in 1720 appointed a viceroy to administer Brazil. The governmental institutions established by _________and ___________were highly developed, costly bureaucracies that thwarted local economic initiative and political experimentation. The _________Church played an important role in transferring European language,__________ , and Christian beliefs to the New World. Catholic ________converted large numbers of Amerindians, although some of them secretly held on to some of their native beliefs and practices. Catholic clergy also acted to protect Amerindians from some of the ___________and _________ of the Spanish settlers. One example is Bartolome de Las Casas, a former settler turned priest who ____________Spanish policies toward the Amerindians and worked to improve the status of Amerindians through ________reforms such as the New Laws of 1542. Catholic ___________were frustrated as Amerindian converts blended Christian beliefs with elements of their own cosmology and ritual. In response, the ___________________ redirected its energies toward the colonial cities and towns, where the Church founded _____________and secondary schools and played a significant role in the _____________and ____________life of the ____________________________.