George Ranch High School AP United States History Summer Assignment
For the summer of 2017, 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, colored picture or icon for each event. Pictures may not be repeated
3. Period 1 Maps (20 points—10 points per map) A. Native American Map labeled with the following information:
1. Immigration routes of the First Americans 2. Location of at least 15 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—Short description; 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 (50 points—25 points for article annotation and 25 points for review) 1. Read, highlight and annotate the articles “The Columbian Exchange” and The Atlantic 1700- 1780” 2. Complete an article review for each article.
Guidelines: The assignment will count as a major test grade Due date: August 28nd—the first day of school Bonus points will be awarded for those that have completed the assignment in a timely manner. Monday, August 28th +10 points Friday, September 1st +2 points Tuesday, August 29th +8 points Tuesday, September 5th +0 points Wednesday, August 30th +6 points Wednesday, September 6th -20 points Thursday, August 31st +4 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
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: As native populations 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.
1. Different native societies adapted to and transformed their environments through innovations in agriculture, resource use and social structure.
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.
1. Pueblo
2. Navajo
3. three sisters farming
B. Mobile Lifestyles in Native Societies Societies responded to the aridity of the Great Basin and the grasslands and the western Great Plains by developing largely mobile lifestyles. 1. Sioux
2. Apache
C. Native Societies in the Northeast and Atlantic Seaboard In the Northeast, the Mississippi River Valley 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
D. Native Societies in the Northwest and California Societies in the Northwest and present-day California supported themselves by hunting and gathering, and in some areas developed settled communities supported by the vast resources of the ocean.
1. Chinook
2. Nez Perce
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Key Concept 1.2: Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange and significant social, cultural, and political changes on both sides of the Atlantic Ocean. 1. European expansion into the Western Hemisphere generated intense social, religious, political and economic competition and changes within European societies.
A. European Colonization in the New World European nations’ efforts to explore and conquer the New World stemmed from a search for new sources of wealth, economic and military competition, and a desire to spread 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 The Columbian Exchange brought new crops to Europe from the Americas, stimulating European population growth, and new sources of mineral wealth, which facilitated the European shift from feudalism to capitalism.
1. Columbian Exchange
2. Feudalism
3. Capitalism
C. Developments Making Colonization Possible Improvements in maritime technology and more organized methods for conducting international trade, such as joint-stock companies, helped drive changes to economies in Europe and the Americas.
1. sextant
2. joint-stock companies
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2. The Columbian Exchange and development of the Spanish Empire in the Western Hemisphere resulted in extensive demographic, economic, and social changes.
A. Spanish Exploration and Conquest Spanish exploration and conquest of the Americas were accompanied and furthered by widespread deadly epidemics that devastated native populations and by the introduction of crops and animals not found in the Americas
1. smallpox
2. horses
3. cattle
4. rice
5. wheat
B. Spanish Economics in the New World In the encomienda system, Spanish colonial economies marshaled Native American labor to support plantation-based agriculture and extract precious metals and other resources.
1. encomienda system
2. sugar and silver production in the New World
3. Juan de Sepúlveda
4. The Black Legend
5. Bartolomé de Las Casas
C. Spanish and Portuguese Slave Trade European traders partnered with some West African groups who practiced slavery to forcibly extract slave labor for the Americas. The Spanish imported enslaved Africans to labor in planation agriculture and mining.
1. The Middle Passage
2. maroon communities in Brazil and the Caribbean
3. mixing of Christianity and traditional African religions
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B. Spanish Caste System The Spanish developed a caste system that incorporated, and carefully defined the status of, the diverse population of Europeans, Africans, and Native Americans in their empire. 1. Caste system (or casta system)
2. Mestizo
3. mulatto
4. Zambo
3. In their interactions, European and Native Americans asserted divergent world views regarding issues such as religion, gender roles, family, land use and power.
A. European and Native Adjustment Mutual misunderstandings between Europeans and Native Americans often defined the early years of interaction and trade as each group sought to make sense of the other. Over time, Europeans and Native Americans adopted some useful aspects of each other’s culture.
1. Spanish mission system
2. Ranching
B. Spanish and Native American Conflict As European encroachments on Native Americans’ lands and demands on their labor increased, native peoples sought to defend and maintain their political sovereignty, economic prosperity, religious beliefs, and concepts of gender relations through diplomatic negotiations and military resistance.
1. Juan de Oñate
2. Acoma War
3. Popès Rebellion
C. Native American Resistance to European Colonization Extended contact with Native Americans and Africans fostered a debate among European religious and political leaders about how non-Europeans should be treated, as well as evolving religious, cultural, and racial justifications for the subjugation of Africans and Native Americans.
1. Private vs public ownership of land
2. animism
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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 AT Least 15 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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Reading 1: McNeill, J.R., The Columbian Exchange. North Carolina Digital History, Learn NC. http://www.learnnc.org/lp/editions/nchist-twoworlds/1866
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PERIOD 1: 1491–1607
PERIOD 1: 1491–1607 Article Review
Name: ______Points: _____
Title of Article: ___”The Columbian Exchange.” North Carolina History Project______
Author of Article: ____J.R. MNeill______
Summary of the Article (8 points): ______
Things I Learned from the Article (2 points): 1.
2.
Questions I Have from the Article and / or Wish to Pose During the Seminar (3 points): 1.
2.
3.
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PERIOD 1: 1491–1607
PERIOD 1: 1491–1607 Article Review
Name: ______Points: _____
Title of Article ___”The Atlantic, 1700-80.” American Colonies______
Author of Article: ____Alan Taylor______Summary of the Article (8 points): ______
Things I Learned from the Article (2 points): 1.
2.
Questions I Have from the Article and / or Wish to Pose During the Seminar (3 points): 1.
2.
3.
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