APUSH !"#$SUMMERASSIGNMENT2016

WelcometoAPUSH!OurjourneythroughtheAmericanstorybeginsoverthesummersothatwewillhavetimetoadequatelypreparefortheAPexaminMay2017.Togetourclassofftoagreatstart,pleasefollowtheinstructionsbelowtocompleteyoursummerassignment.Ilookforwardtoworkingwithyounextyear.Pleaseemailmeatkfina@stbasilacademy.orgwithanyquestions.

1. Purchasea3-ringbinderandlined,loose-leafpaperexclusivelyforAPUSH.(Irecommendatleasta11/2”binder.)

2. BegintomemorizethePresidentsinorder.Youwillneedtolistthem(lastnamesonly)–inorder-duringthefirstmarkingperiodwhenwefoundtheUntiedStates.(EndswithBillClinton-butitisafunstart…https://www.youtube.com/watch?v=I_AL1Xn6UYM)

3. Afocusthroughoutourcoursewillbecreatinganunderstandingofhowtodaywasshapedbyyesterday.Makingrelevantconnectionsbetweenourpresentandourpastwillhelpuslearntothinklikehistorians.

a. Readthefirst,secondandlastchaptersofyourtextbook,TheAmericanPageant.CompletetheStudyGuidesforChapters1and2.Next,organizetheinformationonthePeriod1SummerNotesPages.(Notesandorganizerwillbecheckedthefirstdayofschool.)

b. Preparetotakeaquiz(10pts.)onTheAmericanPageantreadingsthefirstdayofclass.Whenreading,payattentiontoimportantnames,terms,andthemes.

**Pleaseemailmetomakearrangementstopickupyourtextbooktocompletethisassignment.ThebookcanbepickedupM-Th9-1atSBA-withpriornotice!Ifthisisabsolutelynotpossible,pleaseemailmetomakeotherarrangements!

4. Read-Zinn,Chapter1:“Columbus,theIndians,andHumanProgress.”ThelinkforZinnishttp://www.historyisaweapon.com/zinnapeopleshistory.html.AnswerthefollowingquestionsforZinn:

a. AccordingtoZinn,whatishismainpurposeforwritingAPeople’sHistoryoftheUnitedStates?

b. WhatisZinn’sthesisforpages1-11?c. AccordingtoZinn,howisColumbusportrayedintraditionalhistorybooks?d. WhydoesZinndisputeHenryKissinger’sstatement:“Historyisthememoryofstates?”e. IdentifyoneearlyandonesubsequentmotivethatdroveColumbustooppress

indigenouspeoples.f. WhatwastheultimatefateoftheArawakIndians?g. ExplainGovernorJohnWinthrop’slegalandbiblicaljustificationforseizingIndianland.h. ExplainthemaintacticofwarfareusedbytheEnglishagainsttheIndians.i. AccordingtoRogerWilliams,howdidtheEnglishusuallyjustifytheirattacksonthe

Indians?j. Whatultimatelyhappenedtotheestimated10millionIndianslivinginNorthAmericaat

thetimeofColumbus’arrival?k. HowdoesZinnattempttoprovethattheIndianswerenotinferior?Provideexamples.l. BepreparedtodiscussZinnandhandthequestions/answersinthefistdayofclass.(11

points)

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5. Next,watchthefollowingAPUSHvideoproducedbya2016teacheroftheyear.a. https://www.youtube.com/watch?v=_rSS9Y53jVI&feature=youtu.beb. FillinanyinformationthatyouthinkisimportantonthePeriod1SummerNotes

organizer.

6. Bepreparedtowriteatimedessaythefirstweekofclassonthetopicofthebeneficialand/ortragicimpactsoftheencounterbetweentheEuropeantheIndianpeoples.

7. Enjoyyoursummer.Completeyourassignments,butrememberyoucanreadatthebeachorpool.Taketimetohangoutwithfriends,gotoamovie,themallorperhapsvisitahistoricalsite.Philadelphiaisrichwiththem!Watchthenews(orreadit)andlearnmoreaboutwhowearetodaytodeepentheconnectionstoourpast.Readanovel.Relax...SeeyouinSeptember!

TipsonReadingthePageant/BaileyTextManystudentsfindthetextbookdifficulttofigureout.Thestyleisnarrative-writtenmoreasastorythanjustlistingfacts.The

sectionscontainanenormousamountofinformationinaverysmallamountofspace.ItishelpfultoACTIVELYreadthetext,whichiswhatthequestions/answersandnotesaremeantforyoutodo.MyfirstsuggestionisALWAYSskimeachsection,ALLTHEWAYTHROUGHbeforeyoutrytofigureout"what'simportant."Usesectionheadingstounderstandwhatthemainpointsaregoingtobe. Youmaywanttotryandturnthosesectionheadingsintoquestionsandthereadingshouldprovidetheanswers. BIGHINT:Readthefirst(introductory)paragraphsverycarefully.Dittothelastparagraphs.Theauthorsaredoingtheirbesttogiveyouthegistofthechapter.Donotskiptheseparagraphs!!!Donotskipoverthespecialfeatures.Theseincludepictures,captions,maps,graphs,“MakersofAmerica”features,etc.Theycostthepublisheralotofmoneytoinclude,andtheauthorshavehadtoarguehardforeachone.Sometimesonlyavisualdepictioncanconveytheinformationyouneed("apictureisworthathousandwords...."). Butyoumust"read"thevisualwithjustasmuch,ormaybemore,carethanyoureadprintedwords.Youmustdotheinterpretationandfigureoutwhatinformationthetextbookpublisherwantsyoutotakefromthevisual.TakeNOTESabouttheimages,andrememberthatinformationisjustasimportant(andmaybeeasiertoremember)thanthetextitself.Thestyleoftheauthorstakessomegettingusedto.Theyusepunsandjokes.Theyusealliteration.Theydrawcaricatures(inwords)ofImportantPeople.Thesearesignalstoyoutopaycloseattentiontotheperson/thing/event. Youneedtobeableseethroughthe“fluff”togettheimportantideas.Themorepracticeyouhaveinreadingthetext,theeasieritwillbecome.Themorereadingyoudo,thebetteryou'llgetatrecognizingthe"important"factsandseeconnectionsbetweenthemesandtimeperiods. IwishIcouldjustteachyouatricktodothis--unfortunately,it'soneofthosethingsthatYOUhavetopractice!Iwilltrytogiveyoulotsofdifferenttechniquesinordertohelpyouacquiretheinformationthatyouneed. Rememberthattheword“study”isaverbanditishelpfultoactuallyDOsomethingphysicalwhenstudyingsuchaswritingnotesandengagingwiththereading.

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Name __________________________________Summer Reading Assignment

Chapter 1— New World BeginningsThe Shaping of North AmericaWhat was the Great Ice Age and what effect did it have on the North American continent? About when did the Ice begin to thaw and how did they transform the environment on the continent as a result? How do most Historians believe the first humans arrived in North America and when? In what way did humans spread across the continent and what was the estimated population of Native Americans by 1492?

Three Largest Native New World EmpiresWho? Where?

The Earliest AmericansWhat was the greatest reason for the growth of Native civilizations in Central and South America?When did agriculture spread into North America and which region was the first to benefit from it?

North American Native SocietiesWho? Where? When?Pueblos Ohio River Valley Up until 1300 ADIroquois Confederacy What was three sister farming and what effects on Native civilizations did it have? Which tribes in North America benefitted the most from these techniques?Indirect Discoverers of the New WorldExplain how each of the following contributed to the eventual settlement of the New World:The Norsemen (Vikings) from Scandinavia:The Christian Crusades and the Spice Trade: Marco Polo: Portuguese exploration and settlement of Africa:Unification of Spain: Renaissance:

Columbus Comes Upon a New World

▪ What was the nationality of Columbus and which nation did he explore on behalf of? Why?

▪ What was Columbus searching for at the time that he came upon the New World?

▪ Why did Columbus refer to the Natives as “Indians” and why is his discovery sometimes referred to as a massive failure?

When Worlds Collide

1. What was the Columbian or “Old World/New World” exchange that took place following European discovery of the New World?

The Spanish Conquistadores

▪ What was the Treaty of Tordesillas and how did it help Catholic Spain and Portugal to settle the New World ahead of their rivals?

▪ Who were Spanish conquistadores and what was their goal?

Other Early Spanish Explorers and Conquistadores

Who? What he claimed for Spain When

? Claimed all of the Pacific Ocean for Spain

Ferdinand Magellan 1521 Arizona/New Mexico region in search of Gold

Hernando De Soto Conquered the Incan Empire and claimed it for Spain

In what ways did European economies benefit from the brutal conquest of the New World?How did the Islands of the Caribbean (the West Indies) support the Spanish New World empire?What was the encomienda system and how did it work? Who ran the encomienda system in the New World on behalf of the Spanish government?

How did Bartolome de Las Casas make a name for himself in the New World? The Conquest of MexicoWhat major problem had occurred to the Aztecs just prior to the arrival of the Spanish conquistadores?What was the name of the conquistador who attacked the Aztec empire? What were some of the factors that contributed to Spanish success over the massive Aztec population?Moctezuma: Tenochtitlan: What happened to the Aztec capital after it was conquered by the Spanish?Mestizos: The Spread of Spanish AmericaWhat did the Spanish Empire in the New World look like by 1550?

European Explorers that Challenged Spanish DominanceWho? Area of Exploration and for which country When

?John Cabot

Explored the East Coast of North America for France 1534

Robert De La Salle How did the Spanish try to protect the Northern boundary of their massive New World Empire from European threats in 1565?What happened at the Battle of Acoma and how was it an effect of Spanish attempts to protect their empire?What did Don Juan de Onate create in 1609 and to further protect their possessions? What did the Spanish build to convert and control Natives in this new area?What was Pope’s Rebellion and how did it show the limits of Spanish control in the New World?

Eventually, the Spanish Empire in North America spread as far west as _____________________ through the efforts of Spanish priests and the growth of the Mission system.What was the Black Legend?

Name __________________________________Summer Reading Assignment

Chapter 2—The Planting of EnglishEngland’s Imperial Stirrings

North American ColoniesWho? Where? When?Spanish

French

English Put an asterisk (*) next to the colony that played the largest role in the future United States.

▪ What caused the religious conflict in England?

▪ What effect did Elizabeth’s ascension to the throne have in England and its relationship with Spain and Ireland?Elizabeth Energizes England

Failed English Attempts at ColonizationWho? Where? When? Newfoundland Sir Walter Raleigh

▪ English victory over the Spanish Armada�beginning of the end of Spanish imperial dreams & helped ensure England’s naval dominance

▪ What characteristics did England now possess that Spain had displayed earlier?o

o o

1. True or False—Protestant England’s early colonial ambitions were fueled by its religious rivalry with Catholic Spain.2. True or False—The earliest English colonization efforts experienced surprising success.3. True or False—The defeat of the Spanish Armada was important to North American colonization because it enabled England

to conquer Spain’s New World empire.England on the Eve of Empire

▪ What were the reasons people emigrated from England?

▪ laws of primogeniture:

▪ joint-stock company:4. True or False— Among the English citizens most interested in colonization were unemployed yeomen and the younger sons

of the gentry.England Plants the Jamestown Seedling

▪ What was the main reason people were coming to Virginia?

▪ What makes the charter of the Virginia Company a significant document in American History?

▪ When did people arrive at Jamestown?

▪ What were the causes of death for many Jamestown settlers?

▪ Who took over the Virginia colony and what was his motto?

▪ “starving time”:

▪ What made the homeward-bound colonists turn around and stay?

5. True or False—Originally, the primary purpose of the joint-stock Virginia Company was to provide for the well-being of the freeborn English settlers in the colony.

Cultural Clash in the Chesapeake▪ Who was the Indian leader who ruled tribes in the James River area of Virginia?

▪ What actions did Lord De La Warr take on the Indians?

▪ First Anglo-Powhatan War:

▪ Second Anglo-Powhatan War:

▪ Powhatans fell victim to “Three Ds”:Virginia: Child of Tobacco

▪ Who was the father of tobacco industry and economic savior of VA colony?▪ What were the effects of growing tobacco in Virginia?

▪ What did the Dutch warship sell in Virginia in 1619?

▪ What was the first example of representative self-government in VA?

▪ What did King James do in 1624 and why?

6. True or False—John Rolfe enabled the Virginia colony to survive by introducing African slave labor in 1619.Maryland: Catholic Haven

Who? What? When? Why?

4th English colony

▪ What was the main crop in Maryland?

▪ indentured servants:

▪ Act of Toleration:

7. True or False—The Maryland colony was founded partly to establish a religious refuge for persecuted English Quakers.The West Indies: Way Station to Mainland America

▪ What formed the foundation of the West Indian economy?

▪ How was sugar cane a “rich man’s crop”?

▪ Who did the West Indies depend on for labor?

▪ What did English authorities come up with to control this large slave population?

Colonizing the Carolinas

▪ What caused a break in English colonization?

▪ What did the Carolina slave trade consist of?

▪ What emerged as the principle export crop in Carolina?

▪ Who did they purchase to cultivate the rice?

8. True or False—From the time of its founding, South Carolina had close economic ties with the British West Indies.9. True or False—The principal export crop of the Carolinas in the early 1700s was wheat.10. True or False—South Carolina prospered partly by selling African slaves in the West Indies.

The Emergence of North Carolina▪ Describe the population in North Carolina.

▪ What characteristics did North Carolina share with Rhode Island?

▪ What group of Indians did North Carolinians get into it with?

11. True or False—Compared with its neighbors Virginia and South Carolina, North Carolina was more democratic and

individualistic in social outlook.Late-Coming Georgia: The Buffer Colony

Who? What? When? Why? Last of the 13 colonies

▪ Why wasn’t a plantation economy developed in Georgia like the rest of the southern colonies?

12. True or False—In their early years, neither North Carolina nor Georgia relied very heavily on slave labor.The Plantation Colonies

▪ What distinctive features were shared by England’s southern mainland colonies?

Reading/NoteTakingGuide APUSHPeriod1:1491-1607(AmericanPageantChapters1-2)

Key Concept 1.1: As native populations migrated and settled across the vast expanse of North America over time, they developed distinct and increasingly complex societies by adapting to and transforming their diverse environments.

Sub Concept I: Different native societies adapted to and transformed their environments through innovations in agriculture, resource use, and social structure.

Topics Notes

A.) The spread of maize cultivation from present-day Mexico northward into the present-day American Southwest and beyond supported economic development, settlement, advanced irrigation, and social diversification among societies.

B) Societies responded to the aridity of the Great Basin and the grasslands of the western Great Plains by developing largely mobile lifestyles.

C) In the Northeast, the Mississippi River Valley and along the Atlantic seaboard some societies developed mixed agricultural and hunter-gatherer economies that favored the development of permanent villages.

D) 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.

Related Thematic Learning Objectives (Focus of Exam Questions)

MIG 2.0- Analyze causes of internal migration and patterns of settlement in what would be become the United States, and explain how migration has affected American life GEO 1.0- Explain how geographic and environmental factors shaped the development of communities, and analyze how competition for and debates over natural resources have affected both interactions among different groups and the development of government policies.

Reading/NoteTakingGuide APUSHPeriod1:1491-1607(AmericanPageantChapters1-2)

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.

Sub Concept I: European expansion into the Western Hemisphere generated intense social, religious, political, and economic competition within European societies

Topics Notes

A.) 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.

B) 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.

C) 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.

Related Thematic Learning Objectives (Focus of Exam Questions)

WXT 2.0- Explain how patterns of exchange, markets, and private enterprise have developed, and analyze ways that governments have responded to economic issues. WXT 3.0- Analyze how technological innovation has affected economic development and society. WOR 1.0- Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America

Reading/NoteTakingGuide APUSHPeriod1:1491-1607(AmericanPageantChapters1-2)

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.

Sub Concept II: The Columbian Exchange and development of the Spanish Empire in the Western Hemisphere resulted in extensive demographic, economic, and social changes.

Topics Notes

A.) 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

B) The encomienda system, Spanish colonial economies marshaled Native American labor to support plantation-

based agriculture and extract precious metals and other

resources.

C) 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 plantation agriculture and mining.

D) 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

Related Thematic Learning Objectives (Focus of Exam Questions)

MIG 1.0- Explain the causes of migration to colonial North America and, later the United States, and analyze immigration’s effect on US society. WXT 1.0- Explain how different labor systems developed in North America and the United States, and explain their effects on workers’ lives and US Society. GEO 1.0- Explain how geographic and environmental factors shaped the development of various communities, and analyze how competition for a debates over natural resources have affected both interactions among different groups and the development of government policies.

Reading/NoteTakingGuide APUSHPeriod1:1491-1607(AmericanPageantChapters1-2)

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.

Sub Concept III: In their interactions, Europeans and Native Americans asserted divergent worldviews regarding issues such as religion, gender roles, family, land use, and power.

Topics Notes

A.) 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.

B) 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.

C) 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.

Related Thematic Learning Objectives (Focus of Exam Questions)

CUL 1.0- Explain how religious groups and ideas have affected American society and political life CUL 3.0- Explain how ideas about women’s rights and gender roles have affected society and politics CUL 4.0- Explain how different group identities, including racial, ethnic, class and regional identities, have emerged and changed over time. WOR 1.0- Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America