Mrs. Erickson s AP UnitEd states History Summer Assignment 2018-2019 Welcome to Advanced Placement United States History (APUSH). The following assignments should be completed when you return to school in August. Some of these topics will not be covered in class. YOU are responsible for them! TASK ONE: READ! Read chapters 1-3 in the AMSCO (FLAG) book. (If you did not get a copy of AMSCO, you may also find the material in chapters 1-6 of the American Pageant). There is also an old version of AMSCO on your Schoology page. See sign up details below. TASK TWO: IDS! Create study cards for the first two units of study words are attached. Cards should be 3X5 index cards and the top card needs to have your information (Name/title of the group of words). The cards must be handwritten and in pen (color code it as you see fit no yellows please). Please place them in a Ziploc bag with your name on it or wrap a rubber band around the sets. Do not place more than one term on each card. Be prepared to take a test over these terms when class starts. Cards are due at the beginning of the school year. Format of the cards: Front: vocabulary word Optional: Picture to represent the term. Back of the card: Definition of the term/contributions/significance from your textbook. (Note: Things from the internet may or may not be correct or in the format we need. Terms in the AMSCO/textbook will be closer to the language of the test). Does the term connect to any other term? How are the two connected how do they relate? What area does it fit in social, political, or economic? TASK THREE: DBQ! Attempt to do a DBQ. After completing the above tasks, set aside 55 minutes to write the DBQ. Use the rubric and APUSH outline to help guide your writing. This needs to be handwritten please do not type. If you have any questions over the summer please email me at summer.erickson@bartow.k12.ga.us. You may also comment to me through Schoology. I also recommend picking up one of the APUSH study guide books this summer!!! 2018 version recommended! I really like Kaplan, but Princeton is nice too. Have a great summer! Summer Erickson summer.erickson@bartow.k12.ga.us Remind: number: 81010 message: @erickapush Schoology Code: WBQXK-Q28FR Blendspace class code: pqsv
APUSH Unit 1 Key Concepts A NEW WORLD? 1491-1607 1. 3 Sisters Agriculture 2. Maize cultivation 3. Pueblo 4. Chinook 5. Great Basin Natives 6. Iroquois 7. Algonquian 8. Aztecs 9. Caravel 10. Columbian Exchange 11. Smallpox 12. Mestizo 13. Zambo 14. Horses 15. Cows 16. Encomienda system 17. Sugar 18. Silver 19. Potatoes 20. Sextant 21. Joint-stock companies 22. Juan de Sepulveda 23. Bartolome de Las Casas 24. Spanish Mission System 25. Juan de Onate 26. Maroon communities in Brazil and the Caribbean 27. Mixing of Christianity and tradition al African religions 28. Portuguese Explorers Remember to keep the focus on this time period and what was going on. Example: Corn a yellow veggie does not count. You need to explain why it was significant to the time period.
APUSH Unit 2 Key Concepts The Colonial Experience 1607-1754 1. African Chattel 2. Anglicization 3. Atlantic Slave Trade/Triangle Trade 4. Bacon s Rebellion 5. Barbados Sugar 6. Beaver Wars 7. Carolinas Rice 8. Cash crop 9. Casta System 10. Catawba Nation 11. Chesapeake Colonies 12. Chickasaw Wars 13. Dispersal of Huron Confederation 14. Dominion of New England 15. Dutch Colonial Efforts 16. Enlightenment 17. French Fur Traders 18. Great Awakening/Protestant evangelism 19. House of Burgesses 20. Indentured servants/headright system 21. Jamestown 22. John Lock 23. King Phillip s War 24. Maryland Act of Toleration (1649) 25. Mercantilism 26. Metis 27. Middle Passage 28. Molasses Act 29. Mulatto 30. Navigation Acts 31. New Amsterdam 32. New England Colonies 33. Praying Towns 34. Pueblo Revolt 35. Puritans 36. Quakers 37. Religious Toleration 38. Republicanism 39. Roanoke 40. Salutary Neglect 41. Slave Code 42. Smallpox 43. Smuggling 44. Stono Rebellion 45. Tobacco 46. Virginia Company 47. Wampanoag 48. Wool Act
First Contact DBQ Suggested reading and writing time: 55 minutes It is suggested that you spend 15 minutes reading the documents and 40 minutes writing your response. Note: You may being writing your response before the reading period is over. Directions: Question 1 is based on the accompanying documents. The documents have been edited for the purpose of this exercise. In your response you should do the following. Thesis: Present a thesis that makes a historically defensible claim and responds to all parts of the question. The thesis must consist of one of more sentences located in one place, either in the introduction or the conclusion. Argument Development: Develop and support a cohesive argument that recognizes and accounts for historical complexity by explicitly illustrating relationships among historical evidence such as contradictions, corroborations, and/or qualifications. Use of the Documents: Utilize the content of at least six of the documents to support the stated thesis or a relevant argument. Sourcing the Documents: Explain the significance of the author s point of view, author s purpose, historical context, and/or audience for at least four documents. Contextualization: Situate the argument by explaining the boarder historical events, developments, or processes immediately relevant to the question. Outside Evidence: Provide an examples or additional pieces of specific evidence beyond those found in the documents to support or qualify the argument. Synthesis: Extend the argument by explaining the connections between the arguments on ONE of the following. o A development in a different historical period, situation, era, or geographical area. o A course them and/or approach to history that is not the focus of the essay (such as political, economic, social, cultural, or intellectual history). Analyze the extent to which economics, religion, and politics shaped the earliest contacts between Europeans and native peoples in the Western Hemisphere.
Document 1 Christopher Columbus, Journal, 1492 Italian explorer Christopher Columbus (1451-1506) sought a westerly route to Asia but landed in the Western Hemisphere in October 1492. The sovereigns of Spain, Ferdinand and Isabella, funded Columbus s voyages in hopes of expanding Spanish trade routes to Asia. This excerpt from his journal is the first recorded contact between Europeans and native peoples. They are very well made with very handsome bodies, and very good countenances. Their hair is short and coarse, almost like the hairs of a horsetail. They wear the hairs brought down to the eyebrows except a few locks behind, which they wear long and never cut. They paint themselves black, and they are the color of the Canarians, neither black nor white. Some paint themselves white, others red, and others of what color they find. Some paint their faces, others the whole body, some only round the eyes, others only on the nose. They neither care nor know anything of arms, for I showed them swords, and they took them by the blade and cut themselves through ignorance. They have no iron, their darts being wands witout iron, some of them having a fish's tooth at the end, and others being pointed in various ways. They are all of fair stature and size, with good faces, and well made. I saw some with marks of wounds on their bodies, and I made signs to ask what it was, and they gave me to understand that people from other adjacent islands came with the intention of seeing them, and that they defended themselves. I believe and still believe, that they come here from the mainland to take them prisoners. They should be good servants and intelligent, for I observed that they quickly took in what was said to them, and I believe that they would easily be made Christians, as it appeared to me that they had no religion. Document 2 Images of Hernan Cortex Assisted by the Talazcalan People of Mexico, 1560 The Tlaxcalan people of central Mexico assisted Hernan Cortex (1485-1547) in the conquest of the Aztec empire after the death of Moctezuma in 1520. The two images below portray Spanish and Tlaxcalan armies under the command of Cristobal de Olid, a lieutenant of Cortes, as the battle against the Aztecs. These images appear in the El Lienza de Tlaxcala, an illustrated manuscript, but were copies of murals painted for Tlaxcalan nobles to commemorate the part that they played in the conquest of the Aztec empire.
Document 3 Bartolome De Las Casas, Brief Account of the Destruction of the Indies, 1542 Dominican priest Bartolome de las Casas (1484-1566), one of the first settlers in New Spain, protested the treatment of Indians by the Spanish in this address to Prince Philip, the future king of Spain. In this passage, Las Casas advocates for the rights of native peoples and rejects the encomienda system. They are by nature the most humble, patient, and peaceable, holding no grudges, free from embroilments, neither excitable nor quarrelsome. They are also poor people, for they not only possess little but have no desire to possess worldly goods. For this reason they are not arrogant, embittered, or greedy They are very clean in their persons, with alert, intelligent minds, docile and open to doctrine, very apt to receive our holy Catholic faith, to be endowed with virtuous customs, and to behave in a godly fashion. And once they begin to hear the tidings of the Faith, they are so insistent on knowing more and on taking the sacraments of the Church and on observing the divine cult that, truly, the missionaries who are here need to be endowed by God with great patience in order to cope with such eagerness. Yet into this sheepfold, into this land of meek outcasts there came some Spaniards who immediately behaved like ravening wild beasts, wolves, tigers, or lions that had been starved for many days. Document 4
Pope Paul III, Papal Bull; Sublimis Deus, 1537 A papal bull is a statement or decree by the Roman Catholic Pope and is meant to represent the Catholic Chruch s position on a particular issue. Pope Paul III (1468-1549) issued the following papal bull in 1537 to forbid the enslavement of native peoples. Under the encomienda system, the Spanish Crown granted conquistadors and colonists a right to control a number of natives, ostensibly to protect, educate, and covert them to Christianity but in effect to use them as force labor for mining and agriculture. The sublime God so loved the human race that He created man in such wise that he might participate, not only in the good that other creatures enjoy, but endowed him with capacity to attain to the inaccessible and invisible Supreme Good and behold it face to face; and since man, according to the testimony of the sacred scriptures, has been created to enjoy eternal life and happiness, which none may obtain save through faith in our Lord Jesus Christ, it is necessary that he should possess the nature and faculties enabling him to receive that faith; and that whoever is thus endowed should be capable of receiving that same faith. Nor is it credible that any one should possess so little understanding as to desire the faith and yet be destitute of the most necessary faculty to enable him to receive it. Hence Christ, who is the Truth itself, that has never failed and can never fail, said to the preachers of the faith whom He chose for that office 'Go ye and teach all nations.' He said all, without exception, for all are capable of receiving the doctrines of the faith. The enemy of the human race, who opposes all good deeds in order to bring men to destruction, beholding and envying this, invented a means never before heard of, by which he might hinder the preaching of God's word of Salvation to the people: he inspired his satellites who, to please him, have not hesitated to publish abroad that the Indians of the West and the South, and other people of whom We have recent knowledge should be treated as dumb brutes created for our service, pretending that they are incapable of receiving the Catholic Faith. We, who, though unworthy, exercise on earth the power of our Lord and seek with all our might to bring those sheep of His flock who are outside into the fold committed to our charge, consider, however, that the Indians are truly men and that they are not only capable of understanding the Catholic Faith but, according to our information, they desire exceedingly to receive it. Desiring to provide ample remedy for these evils, We define and declare by these Our letters, or by any translation thereof signed by any notary public and sealed with the seal of any ecclesiastical dignitary, to which the same credit shall be given as to the originals, that, notwithstanding whatever may have been or may be said to the contrary, the said Indians and all other people who may later be discovered by Christians, are by no means to be deprived of their liberty or the possession of their property, even though they be outside the faith of Jesus Christ; and that they may and should, freely and legitimately, enjoy their liberty and the possession of their property; nor should they be in any way enslaved; should the contrary happen, it shall be null and have no effect.
Document 5 Jacques Cartier, Voyage to the St. Lawrence, 1534 French explorer Jacques Cartier (1491-1557) was the first European to traverse the region of the Gulf of St. Lawrence, which he named the Land of the Canadas. In his memoir, he described the following interaction with native peoples in modern Quebec. And we navigated with weather will until the second day of October, during which time and on the way found many folks of the country [who] brought us fish and other victuals, dancing and showing great joy at our coming. And to attract and them in amity [friendship] with us, the said captain gave for recompense some knives, paternosters [rosaries], and trivial goods, with which they were much content. And we having arrived at the said Hochelaga [an Iroquois village], more than a thousand persons presented themselves us, men, women, and children alike, [who] gave us as good reception as ever father did to child, marvelous joy; for the men in one band danced, the women on their side and the children on other. [who] brought us store of fish and bread made of coarse millet, which they cast our said boats in a way that it seemed as if it from the air. Seeing this, our said captain with a number of his men, and as soon as was landed they gathered all about him, and about the others, giving them an unrestrained welcome. And the women brought their children in their arms to make them touch the said captain and others, making a rejoicing which lasted more than half an hour. And our captain witnessing their liberality and good will, caused all the women to be seated and ranged in order, and gave them certain paternosters of tin and other trifling things, and to a part of the men knives. Then he retired on board the said boats to sup and pass the night, while these people remained on the shore of the said river nearest the said boats all night, making fires and dancing, crying all the time Aguyaze! which is their expression of mirth and joy [W]e marched farther on, and about a half league from there we began to find the land cultivated, and fair, large fields full of grain of their country, which is like Brazil millet, as big or bigger than peas, on which they live just as we do on wheat; and in the midst of these fields is located and seated the town of Hochelaga, near to and adjoining a mountain, which is cultivated round about it and highly fertile, from the summit of which one sees a very great distance. We named the said mountain Mont Royal. John Smith, The Generall Historie of Virginia, 1624 Document 6
Captain John Smith (1580-1631) was commissioned by the British Crown to oversee all things abroad. Here he reflects on an encounter with native peoples in the Virginia Colony, Great Britain s earliest successful settlement in North America. This excerpt is from Smith s book The Generall Historie of Virginia. The new President and Martin, being little beloved, of weak judgement in dangers, and less industry in peace, committed the managing of all things abroad to Captain Smith: who by his own example, good words, and fair promises, set some to mow, others to bind thatch, some to build houses, others to thatch them, himself always bearing the greatest task for his own share, so that in short time, he provided most of them lodgings, neglecting any for himself. [Smith] shipped himself in the Shallop to search the Country for trade. The want of the language, knowledge to manage his boat without sails, the want [lack] of a sufficient power (knowing the multitude of the Savages), apparel for his men, and other necessaries were infinite impediments, yet no discouragement. Being but six or seven in company he went down the river to Kecoughtan, where at first they [the natives] scorned him, as a famished man, and would in derision offer him a handful of Corn, a piece of bread, for their swords and muskets, and such like proportions also for their apparel. But seeing by trade and courtesy there was nothing to be had, he Let fly his muskets, ran his boat on shore, whereat they all fled into the woods. So marching towards their houses, they might see great heaps of corn: much ado he had to restrain his hungry soldiers from present taking of it, expecting as it happened that the Savages would assault them, as not long after they did with a most hideous noise. Sixty or seventy of them, some black, some red, some white, some party-colored, came in a square order, singing and dancing out of the woods, with their Okee (which was an Idol made of skins, stuffed with moss, all painted and hung with chains and copper) borne before them: and in this manner being well armed, with Clubs, Targets, Bows and Arrows, they charged the English, that so kindly received them with their muskets loaded with Pistol shot, that down fell their God, and divers lay sprawling on the ground; the rest fled again to the woods, and ere long sent one of their [own] to offer peace, and redeem their Okee. Smith told them, if only six of them would come unarmed and load his boat, he would not only be their friend, but restore them their Okee, and give them Beads, Copper, and Hatchets besides: which on both sides was to their contents performed: and then they brought him Venison, Turkeys, wild fowl, bread, and what they had, singing and dancing in sign of friendship till they departed. Chief Powhatan s Deerskin Cloak, Virginia, 1608 Document 7
Chief Powhatan, who ruled the Pamunkey in present-day Virginia, wore this deerskin cloak for tribal ceremonies. Powhatan s tribe was part of the Algonquin peoples who inhabited the southeastern region of North America. The objects in this cloak are made of shells, which were considered items of value by the Pamunkey people. The circles could represent regions under Powhatan s control, the animals probably represent deer, and the individual in the center represents Chief Powhatan.