Advanced Placement United States History - Summer Prep Program (APUSH - SPP)

August 2017.

Dr. I. IboketteDept of History

Newton North (Rm 329)E-mail: Isongesit_Ibokette@Newton.K12.MA.USWebpage: www.empoweringthemind.weebly.com

Advanced Placement United States History - Summer Prep Program (APUSH-SPP) August 2017.

Objective and Rationale:

This prep course is designed for in-coming APUSH/AP - AMSTUD juniors whose sophomore year history teachers have determined that for them to achieve at the highest possible level, they need an in-built structured academic support before and during the school year. In its pioneer year (2014/15), participants had to be formally chosen by their teachers, and participation in the prep program was a condition for these students’ AP placement. I have since broadened the criteria for participation to include10th graders in the ACP curriculum whose teachers have recommended for junior year APUSH/AP-AMSTUD; as well as current 10th grade Honors students whose teachers feel that they will benefit from the program.

With emphasis on advanced level reading and note-taking skills, writing skills, test-taking skills, and a general course overview; the summer component of this program introduces participants to the realities of this very challenging college-level course. Also, this formal support continues through the school year with the summer program participants meeting occasionally (individually or as a group) for additional help on specific components of the course.

The schedule for this year’s SPP is 9am to 1pm from Monday 8/21 to Friday 8/25.

Summer Program Schedule:

Monday 8/21 a. Introduction to the Programb. An Overview of APUSH/AMSTUD: Expectations, Concerns and

Challenges; Q&Ac. Introduction to Reading and Note-taking Skills

Tuesday 8/22 a. Focus on Reading and Note-taking (continues) i. Reading and Note-taking Skills: (Text: Brinkley, Ch. 1) ii. Review of students’ notes from summer reading, peer-sharing &

critique (Brinkley, Ch. 1) iii. Reading for Understanding: The Large Picture (Summer

Reading, Mark Fiege, Ch. 1) Homework: Writing Summaries (Mark Fiege, Ch. 1): Due 8/23

Wednesday 8/23 a. Focus on Writing Skills i. Reviewing Students’ Work:

peer-learning and critique (Mark Fiege, Ch 1)ii. Writing Tipsiii. Analyzing Essay Questionsiv. Doing the Thesis Paragraph

Thursday 8/24 a. Focus on Writing Skills (continues) i. Doing the DBQ

ii. Document Analysis and Answering a DBQ In-Class work: Writing Thesis/Intro. Paragraphs (DBQ)

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b. Focus on Test-Taking Skills

Friday 8/25 a. Focus on Test-Taking Skills (Continues)i. Doing the Multiple Choiceii. Practice Test on MC (Brinkley, Ch. 2)

b. Overview of Colonial America (Brinkley, Ch 2-3)c. Wrap up of Summer Program

Advanced Placement United States History (APUSH/AP AMSTUD): Summer Reading, 2016/17

Dear AP US History Student,

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Welcome to A.P. U.S. History at Newton North! While this course will prepare you for the A.P. exam next May, it will also teach you how to do college-level history work with a particular emphasis on reading, writing and discussion. For this type of class to function effectively, it is essential that you keep up with all of the reading and writing assignments – even over the summer. All AP teachers will expect that you have thoroughly completed the following assignments:

1. Read the first three chapters of Alan Brinkley’s, American History: Connecting with the Past. Complete the corresponding assignment below:

Summer Reading Textbook AssignmentOne of the challenges of the AP course at Newton North is that we have to study all of

US history, and we have to finish by the beginning of May. In order for that to be possible, it is essential that you carefully read the first three chapters of the textbook this summer. To help you do that, we have attached a unit guide outlining what we think are the most important concepts in the first three chapters. As you read the textbook, please complete the following assignments:

a. Thoughtfully answer the “essential questions” from the unit guide. Your responses to these questions should be typed (double-spaced). Each response should be approximately one page long (please do not exceed one page for each question).

b. Answer the “study questions” from the unit guide in your notes. Your answers to these questions should be handwritten, and they should be in whatever form you find to be the most useful (complete sentences, bullet points, outlining, etc.)

2. Carefully read chapter one from The Republic of Nature: An Environmental History of the United States by Mark Fiege. As a whole, this book argues that it is impossible to fully understand US history without examining the role of nature (or the environment) on human affairs. The chapter you are assigned is about the Puritans and the history of Massachusetts. In addition to a close reading (you should be prepared to discuss it with the class), please respond to the two questions below. Your responses should be typed, and should not exceed one page, double-spaced (total).

a. What is Feige’s argument?b. What evidence does he use to support his argument?

****Immediately upon resumption in September, your teacher will assess you on these readings through a test and/or essay. Happy reading! *****

We look forward to seeing you in September.

Sincerely,

Burns, Goeselt, Ibokette, and Turner

Unit 1: Exploration & Colonial America: Brinkley Ch. 1-3

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Essential Questions:1) How did the first interactions between Europeans and native peoples transform both groups? 2) What motivated Europeans to explore and settle the North American colonies?3) How similar/different were the British colonies from each other? 4) To what extent did an “American” culture develop in the colonies?

Chapter 1: The Collision of Cultures

1. How did different North American environments affect the political, social, and economic development of Native American tribes?

a. Identify the following, and then answer question 1 above:i. Archaic Period

ii. Clovis Peopleiii. Meso-American

iv. Tenochtitlanv. Caholia

2. What is the Columbian Exchange and how did it affect both the “Old World” and the “New World”?

3. Discuss the benefits and drawbacks for European and American societies resulting from contact and the trade that developed after 1500.

a. Identify the following, and then answer question 2 above:

i. Black Deathii. Christopher Columbus

iii. Conquistador

iv. encomiendav. Pueblo Revolt

vi. biological and cultural exchanges4. What motivated Europeans to establish settlements in the New World? What made it

possible for them to undertake those settlements?

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a. Identify the following, and then answer question 4 above: i. mercantilism

ii. Protestant Reformationiii. chartered companies

iv. Puritansv. Separatists

vi. The Plantation Model

5. How did Spanish settlements and attitudes toward native populations in the New World differ from those of the English?

a. Identify the following, and then answer question 5 above:i. Coureurs de Bois

ii. seigneuriesiii. Henry Hudsoniv. Jamestown

v. Roanokevi. Samuel de Champlain

vii. Sir Humphrey Gilbertviii. Sir Walter Raleigh

Chapter 2: Transplantations and Borderlands

1. Compare patterns of settlement and expansion in the Chesapeake with those in New England. What were the major differences? Were there any similarities?

a. Identify the following, and then answer question 1 above:i. John Smith/Jamestown

ii. Virginia Companyiii. tobaccoiv. headright systemv. Powhatan

vi. Virginia House of Burgessesvii. George and Cecilius Calvert

viii. proprietary ruleix. Sir William Berkeleyx. Bacon’s Rebellion

xi. Mayflower Compactxii. Plymouth Plantation

xiii. William Bradfordxiv. John Winthropxv. Mass Bay Company

xvi. Theocracyxvii. Anne Hutchinson

xviii. Antinomianismxix. Roger Williams

2. What were the reasons for the revolts and rebellions that occurred in the colonies of Virginia, Maryland and Mass, and NY between 1660 and 1700? How were these rebellions resolved?

3. What were the Middle Grounds and Borderlands? How did conditions there differ from conditions in the colonies along the Atlantic seaboard?

4. Compare the similarities and differences between Massachusetts Puritans and Pennsylvania Quakers.

i. Quakersii. William Penn

5. Describe how the relationship between New England colonists and Indians changed as a result of colonization. a. Identify the following, and then answer question 5 above:

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i. King Philip’s Warii. Metacomet

iii. Pequot War

6. What steps did England take to establish greater control over her North American colonies? Why were these steps not always successful?a. Identify the following, and then answer question 6 above:

i. Navigation Actsii. Dominion of New England

iii. Glorious Revolutioniv. Jacob Leisler

Chapter 3: Society and Culture in Provincial America

1. Why did the institutions of slavery and indentured servitude become important parts of life in the colonies?a. Identify the following, and then answer question 1 above:

i. indentured servitudeii. the triangular trade

iii. Middle Passage

2. Assess the beginnings of slavery in North America (in the main text, p73-74) and make an argument for which historical explanation for its origins—from the section “Debating the Past: The Origins of Slavery”—seems most accurate.

3. Discuss the differences between the demographics and patterns of society of the colonial South and those of the colonial North a. Identify the following, and then answer question 3 above:

i. death/birth ratesii. sex ratios

iii. patriarchyiv. social mobilityv. social stratification

vi. slave culture/plantation slaveryvii. patterns of settlement

viii. puritan democracyix. Salem Witch Trialsx. colonial cities

4. What effect did the Enlightenment and the Great Awakening have on life in British North America? a. Identify the following, and then answer question 4 above:

i. Great Awakeningii. Jeremiad

iii. John and Charles Wesleyiv. Old Light/New Lightv. Enlightenment

vi. Cotton Mathervii. John Peter Zenger

viii. George Whitefieldix. Jonathan Edwards

5. How were the thirteen colonies socially, politically and economically similar to and different from to each other?

Advanced Academic Skills

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A. Using Quotes and QuotationsIn all your written work, I expect you to re-state information from the source material in

your own words (this is called paraphrasing) . This entails using few and appropriate quotes, and working to expand your repertoire of the English vocabulary. Over-reliance on sentences and phrases from source material is usually an indication of the narrowness of a writer’s vocabulary and/or a problem with comprehension. Personally, I prefer that you paraphrase the original text as much as necessary, even if you make some mistakes in the process.

When/What to Quote:1. Quote from your source of information only when the author’s own words, phrases or

sentences are essential and necessary to a specific aspect of your discussion. a. The quote should be in support of, or as evidence for an important statement that you

have already made in your own words. Avoid repetitive statements.

b. In some instances, you do not need to quote more than a few words or phrases as evidence to support your argument.

c. You may also quote a captivating, unique or original phrase and concept for precision and exactness; or for literary effect such as irony, paradox, or metaphor).

Example: Many Europeans who argued for the extension of the “blessings of western civilization” to non-Europeans viewed the latter as inferior human beings. Forexample, Rudyard Kipling, “The White Man’s Burden”, used racist and derogatory terms such as “sullen”, “half-devil, half-man”, in referring to Africans and Asians.1

2. Avoid hanging quotes (HQ). When you quote a sentence(s), incorporate the quote into

your own sentence. You may do this by identifying the author of the quote as the subject in the sentence.

Example: According to Gandhi, the British colonial government in India “impoverished the

ignorant millions by a system of progressive exploitation….”

3. Note that you can also “interact” with your source and provide the necessary scholarly evidence by paraphrasing his/her view or opinion. Example:

In testifying at his trial for sedition, Gandhi expressed his disdain and objection to British colonial rule in India by referring to the government as an economic parasite. Furthermore, he asserted that the government’s brutal treatment of Indians was the worst act of cruelty in human history. 2

B. Writing Thesis Paragraphs”

A thesis is a point of view, position or argument that you take on an issue or a question. This could be articulated in one sentence, a few sentences or a lengthy paragraph. For most short (approx. 750-1000 words) analytical history papers, a one-sentence thesis statement will not

1. Rudyard Kipling, “The White Man’ Burden” (Garden City: Doubleday, Page & Co., 1922). 

2.

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suffice, however. Accordingly, I encourage students to think of this component of any history paper as approximately a seven-sentence paragraph (or longer based on the overall length of your paper). This is your thesis paragraph. This should also serve as your introductory paragraph. To a very large extent, the overall quality of your essay depends on the effectiveness of your thesis paragraph.

An effective thesis paragraph should include the following information (not necessarily in this order):

a. Focus Statement: a two three-sentence statement on the theme or focus of the question (including a timeframe). This may include the road map: a brief identification of the major components of your essay.

b. Thesis statement (approx three to four sentences):This is your thesis, position or argument. This is where you inform your reader of your position on the essay question or focus of your work. For example, if the question wants you to examine, the significance of a particular event or movement, this is where you briefly but clearly and explicitly summarize your response to the question. You should also briefly identify the evidence that you intend to use to support your thesis.

c. Definition of key terms: a contextual definition of any term/s or concept/s that is/are significant to your paper.

C. Reading and Note-Taking :

Use the five-step guidelines below in reading and taking notes on the various chapters of the textbook.

Step 1: Pay attention to the “the large picture” or the central theme of the chapter and write down the titles of each unit, chapter and sub-headings/sections;

Step 2: Take notes on key points on the assigned chapters’ sub-sections; and pay particular attention to the key terms and names from the ID list (highlight/underline them).

Step 3: Briefly answer the “study questions” listed at the end of each sub-section. Your answers should be in whatever form you find to be the most useful (complete sentences, bullet points, outline format, etc.)

Step 4: Thoughtfully answer the “essential questions” from the unit guide. Your responses to these questions should be typed (double-spaced). Each response should be approximately 250 words long (do not exceed one page for each question).

Step 5: Draw up a timeline of about 7-10 key events/developments from the assigned reading.D. Reading for Understanding

Step 1: Quickly browse through the assigned reading: What is this article or about? That is, what

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is its focus or theme, and the timeframe covered?

Step 2: Read to identify the author’s central argument or thesis and audience.

Step 3: Read to identify the author’s key evidence; and if necessary, number and categorize them (political, social, economic; or causes, course and consequences)

Step 4: Keep track of the key concepts and terms, and the context in which the author uses them.

E. Writing Short Summaries (250 – 500 words): 1. In writing a formal summary of an assigned reading, the focus must be only on the key

issues raised by, and the views of the author/s. Skip the details and your own opinion unless required.

2. The first few sentences (about three to four) of the summary should identify the author/s; and clearly sum up the focus of the work, its main argument and key evidence.

3. The number of body paragraphs will depend on the required length of the summary.

4. Use the last couple of sentences of the last paragraph to sum up the key argument/s, and provide a post-script (or developments that followed or resulted from the events that are the focus of the reading - these developments may or may not be covered by the reading).

F. Useful Tips for Writing a History Paper:

1. Your essay must have a thesis (or introductory) paragraph. See “Writing Thesis Paragraph” above.

2. Do not assume that the reader knows the answer to the question. Think of your reader as an intelligent eight grader who has a clue about history but has never taken this course. Do not be afraid to explain and give a little background (but do not go overboard).

3. Each supporting paragraph should begin with an effective topic sentence that relates to the thesis.

4. Use specific evidence to support your thesis.

5. Define and identify key terms (in context) and people you mention.

6. Include a title (of about five to seven words) that serves as the shortest possible summary of your thesis. “The French Revolution”, “Nationalism" and/or “imperialism” are not

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appropriate titles.

7. Your conclusion should sum up your key argument/s and highlight your thesis. You should also shine a light on the future and suggest how the issue you wrote about played out subsequent to the focused timeframe.

8. History is about the past and must be written in the past tense!

9. The past tense of "lead" is "led”. The possessive form of "it" is "its". The contraction of "it is" is "it's."

10. Avoid hanging quotes (HQ). When you quote someone, identify the author in the body of the sentence and "interact" with your source material. For example: "According to historian Gordon Wood, the American Revolution was a revolution of ideas." (See class handout on “Quotes and Quotations”)

11. Careful of antecedents. Avoid: "France won the war because they had more modern weapons." Instead: "France won the war because it had more….”

12. Avoid vague statements such as, "it seemed" or "— was very important in American history" or "... made a lot of changes."

13. Avoid "basically, now, so, I mean, I think, I believe...." They weaken your argument.

14. Keep it simple. Avoid: "The Revolution was an event that upset the loyalists." Instead: “The Revolution upset the loyalists.”

15. Avoid the passive voice and vague statements: "The law was passed." Instead: "The National Assembly passed the law."

16. Avoid contractions such as "they'd, wouldn't, and can't".

17. Proofread and edit your work!

G. Paper Correction Terms

Ante. - Antecedent and pronoun do not match, or there is no antecedent

Awk - Sentence or phrasing is awkwardDef. - Define in contextHQ - Hanging quote: quote needs to

be placed in a sentenceMS - MisleadingPE - Poorly expressed

RO - Run-on sentenceSF - Sentence fragmentSp - Incorrect spellingVague -- Vague: not specific enough/lacks clarityWTS - Weak topic sentenceWC - Poor word choice? - Meaning?/I do not get it.

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- insert word/s or phraseAnswering Document Based Questions (DBQ)

Question: Although New England and the Chesapeake region were both settled largely by people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur?

Required Information in your Thesis Paragraph:a. Focus Statement: Acknowledge and restate the prompt/premise of the questionb. Thesis Statement:

i. Briefly identify the differences in the two regionsii. Briefly identify the reasons for these differences

Differences New England Chesapeake

a. Social Communal, egalitarian, urban, religious-based

Class-based, individualistic, antagonistic and conflict-prone; indentured servitude; slavery

b. Economy Small-scale farming; commerce; merchant class

Plantation agriculture; slave-based labor

c. Political Theocratic Democracy “Herrenvolk” Democracy

Reasons

a. Motives for settlement

b. Demography

c. Geography

Complete the table with information from your textbook (chs 2-3).

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Generic Guidelines for “Doing the DBQ” in class tests or exams

Use 10-15 minutes for planning; and 45-50 minutes for writing and proof-reading

Key Steps:1. Read and understand the question: underline key term, phrases, concepts, dates/time

frame, qualifiers, etc.

2. Note the different components of the question so as to avoid a one-sided or unbalanced argument.

3. Articulate a tentative thesis statement

4. Draw up a brief outline based on the segments/components of the question. Example:

Segment 1……..;

Segment 2. . …..; etc.

5. Generate a list of relevant outside information essential to each segment of the question.

6. Quickly browse through the documents: a. underline the authors, audience, date of document, and b. match each doc. to key segments of the question.

***Note that the docs provide key evidence to your argument/s***

Start Writing

7. Interact with the docs in the main body paragraphs of your essay. a. Quote only the most poignant/captivating phrases. b. Use the documents as supporting evidence to substantiate your argument or

assertion; and not as the argument itself. c. Avoid: “According to document A, …..” Instead interact with the authors of

the documents: According to Jefferson, Randolph, etc.; and cite the document in parenthesis at the end of the sentence/s in which you have referenced a specific doc; for example, (Doc F)

*** See class handout, “Advanced Academic Skills”, on what, when and how to quote. ***

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Analyzing Essay QuestionsQuestion:

The Founding of English Colonies: Motives and Outcomes

What explains this mighty surge of exploration, conquest, and development? Greed for gold and power certainly, but also a sense of adventure, the wish of ordinary Spaniards to make better lives for themselves, and the desire to Christianize the Indians – mixed motives propelled the conquistadors and their followers onward ….

In his Discourse on Western Planting, Hakluyt stressed the military Advantages of building “two or three fortes” along the Atlantic coasts of North America…. Colonies in America would also spread the Protestant religion and enrich the parent country by expanding the market of the English woolens, bringing in valuable tax revenues, and providing employment for the swarms of [English youth]. From the great American forests would come the timber and the naval stores needed to build a bigger navy and merchant marine….3

Many historians have identified the “mixed motives of God, Glory and Gold as reasons for Europeans’ conquest of the “New World”.

With a focus on Jamestown, Virginia, and Massachusetts Bay Colony during the first half of the 17th century, identify the main motive (or motives) in their respective founding and discuss the extent to which these motives were realized.

Review Activities

3 See John Garraty, American Nation (NY: Longman, 2006) pp 23 & 30; and Alan Brinkley, American History: Connecting with the Past (NY: McGraw Hill, 2012) pp 23-28.

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Chapter 1: “The Collision of Cultures”

A. True/False Questions:

1. The civilizations and political systems of pre-Columbian Native Americans north of Mexico were less elaborate than those of the peoples to the south. Page: 6

2. When Europeans arrived in North America, native tribes were generally able to unite in opposition to white encroachments on their land. Page: 13

3. Prior to the arrival of Europeans, the population of the native peoples living in what is now the United States is estimated to be 50 million. Page: 10

4. Some historians have suggested that European diseases virtually exterminated many native tribes. Page: 19

5. The eleventh-century explorations and discoveries of Leif Eriksson were common knowledge in the European world of the fifteenth century. Page: 9

6. Portuguese exploration in the late fifteenth century concentrated on finding a route to the Orient by sailing around Africa. Page: 11

7. Christopher Columbus spent his early seafaring years in the service of the Portuguese. P 12

8. On his first voyage to the New World, Columbus realized that he had not encountered China. Page: 12

9. By 1550, Spaniards had explored the coast of N/Am as far north as Oregon in the west. P: 13

10. The early Spanish settlers were successful at establishing plantations, but not at finding gold or silver. Page: 16

11. Spanish mines in America yielded ten times as much gold and silver as the rest of the world’s mines together. Page: 16

12. The Pueblo Indians continued to practice their native religious rituals, even though many of them converted to Christianity. Page: 18

13. By the seventeenth century, the Spanish had given up their efforts to assimilate the Indians to Spanish ways. Page: 18

14. European life was relatively unchanged by the biological and cultural exchanges that took place after discovery of the New World. Page: 20

15. As of the sixteenth century, Europeans had generally built up a greater immunity to smallpox than had the Native Americans. Page: 19

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16. Owing to their commitment to Catholicism, male Spanish immigrants had very little sexual contact with Indian women. Page: 20

17. Spanish colonists both enslaved Indians and forced them into indentured servant status. P: 21

18. Cattle, sheep, and sugar were three New World products introduced to Europe. Page: 20

19. In contrast with the European tradition, African families tended to be matrilineal. Page: 22

20. The internal African slave trade did not become prominent until Europeans began to demand slave labor for the New World. Page: 23

21. During the sixteenth century, England was experiencing a decline in food supply and population. Page: 25

22. Mercantilists promoted colonization as a means to acquire the inexhaustible wealth of the New World. Page: 25

23. The preaching of John Calvin led his followers to lead both anxious and productive lives. Page: 27

24. Puritans were the first English colonizers in the Americas. Page: 31

25. The Roanoke disaster virtually killed the colonizing impulse in England for a long time. Page: 32

B. Fill-in-the-Blank Questions:1. The significant Indian trading center near present-day St. Louis was called ________.7

2. The first country to sponsor exploration by sea to the Orient was ________. 10-11

3. The first known European to gaze westward across the Pacific was ________. 13

4. The Spanish Empire at one point claimed the whole of the western world, except for a piece of what is today ________. 13

5. The first permanent European settlement in what is now the United States was ________. 16

6. The licenses granted to Spaniards to exact labor and tributes from natives in specific areas were called ________. 18

7. On his first voyage, Columbus established a short-lived settlement on an island that he named ________. 12

8. The Spanish referred to peoples of mixed race as ________. 20

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9. ________ was a native of Genoa sailing in the employ of England near the end of the fifteenth century. 23

10. Those who believed that the world’s wealth was finite were called _____. 25

11. John Calvin introduced the doctrine of ________. 27

12. The most radical Puritans were called ________. 27

13. Puritan discontent in England grew rapidly after the death of Queen Elizabeth I, the last of the ________. 28

14. England’s first experience with colonization came in ________. 28

15. The only clue to the fate of the Roanoke colony was the cryptic inscription “________” carved on a post. 32

16. The first permanent English settlement in the New World was established at ________. 30

17. King ________ of Spain sent a fleet to invade England near the end of the 16th century. 31

18. The pioneer of English colonization who was lost at sea while in the service of Queen Elizabeth I was ________. 31

Chapter 2: “Transplantations and Borderlands”

A. True/False Questions1. English colonies in the Chesapeake were first and foremost business enterprises. 36

2. The Jamestown settlement was an instant success. 37

3. John Smith imposed order on the Jamestown settlement, but he thought it wise not to antagonize local Indians. 37

4. The tobacco culture of Virginia created great pressure for territorial expansion. 38

5. The first Africans to arrive in Virginia in 1619 were probably servants rather than slaves. 39

6. The survival of Jamestown was largely a result of the English borrowing from the agricultural knowledge of the Indians. 40

7. Virginia did not become a royal colony until the eve of the American Revolution. 40

8. The Englishmen who founded Maryland were Puritans, but not Separatists. 40

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9. The founders of Maryland encouraged both Protestants and Catholics to migrate to the colony. 41

10. Like Virginia, Maryland became a center for the cultivation of tobacco. 41

11. During the middle of the seventeenth century, the right to vote in Virginia was becoming more restricted. 42

12. Bacon’s Rebellion was undertaken to do away with slavery in Virginia. 42

13. Bacon’s Rebellion accelerated the development of slavery in Virginia. 42

14. White settlers learned crucial agricultural techniques such as annual burning and the planting of beans to keep insect infestations at bay. 47-48

15. England’s Caribbean settlements were the main source of slaves for the English colonies of North America. 57

16. The Mayflower Compact set forth the principles of the Puritan religion. 43

17. James I of England may have believed in the divine right of kings, but he was not particularly harsh in his treatment of Puritans. 44

18. Charles I dissolved Parliament and was later beheaded. 50

19. Residents of Massachusetts generally had greater freedom of worship than the Puritans had had in England. 45-46

20. Unlike the colonists of Jamestown, the Puritans of Massachusetts established settlements based on families. 45

21. Thomas Hooker and Roger Williams were both exiled and executed for their dissent on the major tenets of Puritanism. 46

22. Both the Pequot War and King Philip’s War ended disastrously for the Indians. 49

23. Indians using bows and arrows often bested English settlers using matchlock rifles. 50

24. In the English Civil War, the Cavaliers captured King Charles I and beheaded him. 50

25. One result of the Stuart Restoration was the development of new colonies in N/America. 50

26. Philosopher John Locke helped draw up the Fundamental Constitution for Carolina. 51

27. The New Jersey colony developed no significant class of large landowners. 53

28. Quakers is a term applied to a dissenting English Protestant sect, the Society of Friends. 53

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29. During its early years, the Pennsylvania colony often faced financial ruin. 54

30. Like Pennsylvania, Georgia was founded as a religious colony. 59

31. California was first colonized by Spain, which used local Indians as its main source of labor. 58

32. The “middle grounds” refers in part to areas on the western edges of English colonial settlements. 59

33. The Navigation Acts were designed primarily to control migration into the Americas. 62-63

34. The Navigation Acts were a part of the English mercantile system. 62

35. The Dominion of New England supported the colonists’ claims for the “rights of Englishmen.” 63

36. The Glorious Revolution helped to solidify the Dominion of New England. 63

B. Fill-in-the-Blank Questions1. Captain ________ is associated primarily with the colony of Jamestown. 37

2. In Jamestown, the winter of 1609-1610 was known as the “________.”37

3. The first truly marketable crop in Virginia was ________. 38

4. To entice new workers to the colony, the Virginia Company put in place what it called the ________ system. 39

5. The first meeting of an elected legislature in what is now the United States took place in the Virginia House of ________. 39

6. The Englishman who documented the arrival of the first Africans to British North America was ________. 40

7. The first English colony to establish the principle of religious toleration was ________. 41

8. The royal governor of Virginia who clashed with Nathaniel Bacon was ________. 41-42

9. The conflict between tidewater Virginia and a rising elite to its west was called ________. 42

10. The Pilgrims who settled at Plymouth wrote the ________ Compact. 43

11. ________, the leader of the Massachusetts Bay colony, sought to have his people serve as a “city upon a hill.” 45

12. The minister _____ is associated with the establishment of Connecticut. 46

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13. Anne Hutchinson preached the ________ heresy. 46

14. King Philip was known among his people as ________. 49

15. The European weapon quickly appropriated by Indians was the ________ rifle. 50

16. The founding of Carolina was aided by the English philosopher ________. 51

17. The duke of York became King ________. 53

18. The most cosmopolitan of all the English colonies was ________. 54

19. The English colony established as a buffer north of Spanish colonial holdings on the Atlantic Ocean was ________. 59

20. The founder of Georgia was ________. 59

21. The most concerted attempt by King James II to consolidate control in North America was called the ________. 63

22. The Glorious Revolution brought ________ to power in England as joint sovereigns. 63

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