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 ______.
Colonial Economies
The colonial economies of Latin America were dominated by the ______mines of Peru and Mexico and by the______plantations of Brazil.
This led to a dependence on ______and ______exports.
The economy of the ______colonies was dominated by the silver mines of Bolivia and Peru until 1680 and then by the ______of Mexico.
Silver mining and processing required a large labor force and led to ______effects that included ______and ______poisoning.
In the agricultural economy that dominated ______up to the 1540s, Spanish settlers used the forced-labor system of ______to exploit ______.
With the development of silver-mining economies, new systems of labor exploitation were devised: in Mexico, ______-wage labor, and in Peru, the______.
Under the mita system, one-seventh of adult male Amerindians were ______for forced labor at less than subsistence wages for six months of the year.
The mita system undermined the traditional agricultural economy, ______Amerindian village life, and promoted the ______of Amerindians into Spanish colonial society.
The Portuguese developed the ______-labor sugar plantation system in the Atlantic islands and then set up similar plantations in Brazil. The ______plantations first used Amerindian slaves and then the more expensive but more productive (and more disease-resistant) ______slaves.
Sugar and silver played ______roles in integrating the American ______economies into the system of world trade.
Both Spain and Portugal tried to control the trade of their American colonies through ______and ______systems that facilitated the collection of taxes but that also restricted the flow of ______goods to the colonies.
Society in Colonial Latin America
The elite of Spanish America consisted of a relatively small number of ______immigrants and a larger number of their American-born descendants (______).
The Spanish-born dominated the highest levels of______, church, and______, while the creoles controlled agriculture and mining.
Under colonial rule the cultural ______of Amerindian peoples and the class differentiation within the Amerindian ethnic groups both were eroded.
People of ______descent played various roles in the history of the Spanish colonies.
Slaves and free blacks from the Iberian Peninsula participated in the ______and ______of Spanish America; later, the direct slave trade with Africa led both to an increase in the number of ______and to a decline in the legal status of blacks in the ______colonies.
At first, people brought from various parts of ______retained their different cultural identities; but with time, their various ______blended and mixed with European and ______languages and beliefs to form distinctive local______.
Slave resistance, including ______, was always brought under control, but runaway slaves occasionally formed______that defended themselves for years.
Most slaves were engaged in ______labor and were forced to submit to harsh discipline and ______.
The overwhelming preponderance of males made it impossible for slaves to ______traditional African family and marriage patterns or to adopt those of Europe.
In colonial Brazil, Portuguese immigrants controlled ______and the______, but by the early seventeenth century Africans and their American-born descendants–both slave and free–were the ______group.
The growing population of individuals of mixed European and Amerindian descent (______), European and African descent (______), and mixed African and Amerindian descent were known collectively as “______.” Castas dominated small-scale retailing and construction in the cities, ran small ranches and farms in the ______, and worked as wage laborers; some gained high status and wealth and adopted Spanish or Portuguese culture.
Colonial Expansion and Conflict
Imperial Reform in Spanish America and Brazil
After 1713 Spain’s new ______dynasty undertook a series of administrative reforms including expanded______trade, new commercial monopolies on certain goods, a ______navy, and better policing of the trade in ______goods to the ______.
These reforms coincided with the eighteenth-century economic expansion that was led by the______and ______economies of Cuba, the Rio de la Plata, ______, ______, and Central America.
The Bourbon policies were______to the interests of the grazing and agricultural export economies, which were increasingly linked to illegitimate trade with the ______.
The new monopolies aroused opposition from ______elites whose only gain from the reforms was their role as leaders of militias that were intended to ______.
The Bourbon policies were also a factor in the Amerindian uprisings, including that led by the ______Amerindian leader ______Condorcanqui (Tupac Amaru II).
The rebellion was suppressed after more than two years and cost the ______colonies over 100,000 lives and enormous ______of property damage.
Brazil also underwent a period of economic ______and administrative ______.
Economic expansion fueled by_____, diamonds, ______, and cotton underwrote the ______reforms, paid for the importation of nearly 2 million African slaves, and ______.
Reform and Reorganization in British North America
In the latter half of the seventeenth century the British Crown tried to control colonial trading (______) and manufacture by passing a series of ______Acts and by suspending the elected assemblies of the New England colonies.
Colonists resisted by ______the governors of New York and Massachusetts and by removing the Catholic proprietor of Maryland, thus setting the stage for future confrontational politics.
During the eighteenth century ______growth and new immigration into the British colonies was accompanied by increased ______and a more ______.
Chapter 18
The Atlantic System and Africa
Vocabulary: Using your textbook, take notes/define the terms on a separate sheet of paper and attach.
1. Atlantic System 2. Chartered Companies 3. Dutch West India Company 4. Plantocracy 5. Driver 6. Seasoning 7. Manumission 8. Maroons 9. Capitalism 10. Mercantilism 11. Royal African Company 12. Atlantic Circuit 13. Middle Passage 14. Songhai 15. Hausa 16. Bornu 17. Cassava
Map Activities: Plot the following on the maps provided. Both maps should include a KEY.
Using Map 18.2 The African Slave Trade, 1500-1800
Label and shade the main SOURCES of African slaves for the Americas in blue Label and shade the main areas of IMPORTATION of slaves in the Americas in Red Draw the main slave-trade routes from Africa to the Americas, Europe and Arabia
Using Map 18.3 West African States and Trade, 1500-1800
Kingdom of Songhai, ca. 1500 Timbuktu Kingdom of Kanem-Bornu, ca. 1500 Hausaland Asante Benin Gold Coast Slave Coast
Chart: The Atlantic Circuit– take detailed notes with specifics from the text.
Starting Points/Regions Covered Goods Transported First Leg
Second Leg
Third Leg
Primary Source Analysis: Read the selection ‘Slavery in West Africa and the Americas’ (pg.540-541) and answer the questions below.
1. Which aspects of Ayuba Suleiman’s experience of enslavement were normal, and which unusual?
2. How different might Ayuba’s experiences of slavery have been had he been sold in Jamaica rather than Maryland?
3. How strictly was the ban against enslaving Muslims observed in Hausaland?
Chpt 18: The Atlantic System and Africa, 1550–1800 Plantations in the West Indies Colonization Before 1650
Spanish settlers introduced ______into the West Indies shortly after ______but did not do much else toward the further development of the islands. After 1600 the ______developed colonies based on ______.
Tobacco consumption became popular in ______. Tobacco production in the ______was stimulated by two new developments: the formation of chartered companies and the availability of ______in the form of European indentured servants.
In the mid-1600s competition from milder ______and the expulsion of experienced ______from Brazil combined to bring the West Indian economies from tobacco to ______.
The ______had introduced sugar-cane cultivation to ______, and the Dutch West India Company, chartered to bring the Dutch wars against Spain to ______, had taken control of ______of sugar-producing Brazilian coast.
Over a fifteen-year period the Dutch improved the ______of the Brazilian ______and brought ______from Elmina and Luanda (also seized from ______) to Brazil and the West Indies.
When Portugal ______Brazil in 1654, the Dutch sugar planters brought the Brazilian system to the ______Caribbean Islands.
Sugar and Slaves
Between 1640 and the 1680s colonies like ______, and particularly ______made the transition from a tobacco economy to a ______.
In the process of doing so, their demand for labor caused a sharp and significant ______.
The shift from ______to enslaved African labor was caused by a number of factors, including a ______of Europeans willing to indenture themselves to the ______, the fact that the ______of a slave after landing was longer than the term of the typical ______, and a ______prices that made planters more able to invest in slaves.
Plantation Life in the Eighteenth Century
Technology and Environment
Sugar plantations both grew sugar cane and ______into sugar crystals, ______.
The technology for growing and harvesting cane was simple, but the ______required for processing (______) was more ______.
The expenses of sugar production led planters to seek ______by ______.
Sugar production ______by causing soil ______.
Repeated cultivation of sugar cane ______of the plantations and led the planters to ______, thus accelerating the ______that had begun under the ______.
European colonization led to the introduction of European and African ______and ______that crowded out ______.
Colonization also pushed the ______and then the _____ people to extinction.
Slaves’ Lives
West Indian society consisted of a wealthy land-owning ______, their many slaves, and ______.
A plantation had to ______from its slaves in order to turn a profit. Slaves were organized into “______” for fieldwork, while those male slaves not doing fieldwork were engaged in ______tasks.
Slaves were ______and punished harshly for failure to meet their production ______or for any form of ______.
On ______, slaves cultivated their ______and did other chores; they had very little ______, no ______, and little time or opportunity for ______.
______, harsh working conditions, and dangerous mill machinery all contributed to the ______of slaves in the Caribbean.
The high ______added to the volume of the Atlantic slave trade and meant that the majority of slaves on West Indian plantations ______.
Slaves frequently ______and occasionally staged ______such as that led by a slave ______in 1760. European planters sought to prevent rebellions by curtailing African cultural ______.
Free Whites and Free Blacks
In ______there were three groups of free people: the wealthy “______,” the less- well-off “little whites,” and the ______.
In the British colonies, where sugar almost completely ______, there were ______, white or black.
Only a very ______the capital to invest in the ______needed to establish a sugar plantation.
West Indian planters were ______and translated their wealth into ______, controlling the colonial assemblies and even gaining a ______.
Slave owners who ______often gave both mother and child their ______; over time, this practice (______) produced a significant ______.
Another source of free black population was ______, known in the ______.
Creating the Atlantic Economy
Capitalism and Mercantilism
The system of ______of colonies and their trade as practiced by ______in the fifteenth and sixteenth centuries proved to be ______.
In the seventeenth and eighteenth centuries the two new institutions of ______established the framework within which government-protected ______participated in the ______.
The mechanisms of early capitalism included ______, ______, and ______.
Mercantilism was a number of state policies that promoted ______in overseas trade and ______in the form of ______.
The instruments of mercantilism included ______, such as the Dutch West India Company and the ______, and the use of ______to pursue ______dominance.
The French and English eliminated ______from the ______by defeating the Dutch in a series of wars between 1652 and 1678. The French and the English then revoked the ______of their chartered companies, but continued to use ______to prevent foreigners from gaining access to ______with their colonies.
The Atlantic became the ______, the French, and the Portuguese in the ______.
The Atlantic Circuit
The ______was a ______of trade routes going from ______, from Africa to the ______of the Americas (______), and then from the colonies to ______.
If all went well, a ship would make a ______.
The Atlantic Circuit was ______by a number of other trade routes: Europe to the ______, Europe to the West Indies, New England to the ______, and the “______” between New England, ______, and the West Indies.
As the ______developed, increased demand for ______in seventeenth and eighteenth century Europe was associated with an increase in the ______to the New World.
The slave trade was a ______in which chartered companies (in the seventeenth century) and then ______(in the eighteenth century) purchased slaves in Africa, packed them into specially designed or ______, and delivered them for sale to the ______.
______all contributed to the average death rate of one out of every ______slaves shipped on the ______.
______was the single most important cause of death, killing the European crewmen of the slave ships at ______as it killed the slaves themselves.
Africa, the Atlantic, and Islam
The Gold Coast and the Slave Coast
European trade with Africa grew ______as merchants sought to purchase ______.
The growth in the slave trade was accompanied by continued trade in other ______, but it did not lead to any significant ______of ______.
African merchants were ______and the amounts of ______that they demanded in return for slaves and other goods, and they raised the price of ______to increased ______.
African governments on the ______were strong enough to make Europeans observe ______, while the Europeans, competing with each other for African trade, were unable to present a strong, ______. Exchange of ______contributed to state formation in the ______.
The kingdom of ______used ______acquired in the slave trade in order to ______, while the kingdoms of ______had interests both in the Atlantic trade and in ______with their northern neighbors.
The ______of the Gold and Slave Coasts obtained slaves from among ______in conflicts between ______.
The Bight of Biafra and Angola
There were no ______—and no large-scale ______—in the interior of the Bight of Biafra; ______was the main source of ______.
African traders who specialized in procuring people for the slave trade did ______or fairs and brought the slaves to the ______.
In the Portuguese-held territory of ______, Afro-Portuguese ______brought trade goods to the interior and exchanged them for slaves, whom they transported to the coast for sale to ______, who then sold the slaves to ______for shipment to ______.
Many of these slaves were ______, a byproduct generated by the wars of ______fought by the federation of ______.
Enslavement has also been linked to ______in the interior of ______.
______to flee to kingdoms in better-watered areas, where the kings traded the ______to slave dealers in exchange for ______and European goods that they then used to cement old alliances, attract new followers, and build a ______.
Although the organization of the ______varied from place to place, it was always based on a partnership between ______and a few ______elites who benefited from the trade while many more ______.
Africa's European and Islamic Contacts
In the centuries between ______and ______Europeans built a growing trade with Africa but ______.
The only significant European colonies were ______; the Portuguese in Angola, and the ______, which was tied to the ______rather than to the ______.
______was much more significant, with the ______controlling all of ______except Morocco and with Muslims taking large amounts of territory from ______. In the 1580s Morocco attacked the ______, occupying the area for the next two centuries and causing the bulk of the trans-______, textiles, ______, and kola nuts to shift from the western ______Sudan.
The ______was smaller in volume than the Atlantic slave trade and supplied slaves for the ______of the ______as well as slaves for sugar plantation ______.
The majority of slaves transported across the Sahara were ______, including eunuchs, meant for service as ______.
Muslims had no ______to owning or ______in slaves, but ______.
Even so, some Muslim states south of the Sahara did ______.
Muslim cultural influences ______were much stronger than ______influences.
______spread more rapidly than ______, which were largely confined to the ______.
The European and Islamic slave trade could not have had a significant effect on the ______, but they did have an acute effect on ______large numbers of people ______.
The higher ______taken across the Sahara in the Muslim slave trade magnified its long-term ______.
The volume of trade goods imported into ______was not large enough to have had any ______on the livelihood of ______.
Both African and ______benefited from this trade, but Europeans directed the ______and derived ______from it than ______did.
Looking on pg. 525, “American Foods in Africa,” answer the following questions:
1. What American food became the staple crop for the poor in Europe? ______
2. Why was America’s maize valuable to the Old World? ______
3. What American food became the most important New World food in Africa? ______
WHY? ______
EFFECTS? ______