TC Williams AP US History Summer Assignment THIS ASSIGNMENT IS NOT THE SAME AS THE DE SUMMER ASSIGNMENT. If you plan to take DE US history, you need to get the DE Summer Assignment. Welcome to Advanced Placement United States History. This summer assignment is designed to jump start the course and allow for a more reasonable pace during the school year. The purpose of this assignment is to allow you to enter the course with some prior knowledge, and at the same time, give you an idea of what the class workload will be like over the course of the year. Your first major grade of the year will be a unit exam covering the material in this assignment. This Assignment has TWO Parts: 1. Textbook Assignments [REQUIRED] [Each chpt = 1 hw grade] Enclosed are chapter assignments from the first four chapters of our class textbook- America s History by James Henretta. Each assignment consists of two parts: 1) Chapter Terms and 2) Chapter Questions. When completing Chapter Terms, students will be asked to identify the WHO, WHAT, WHERE, WHEN, WHY, and HOW for each term. The WHY can be both why did the event occur and why is it significant/important. For each Chapter Question, students will be asked to provide a detailed and thoughtful written response. Textbooks will not be handed out for this assignment. Instead, students will be asked to use an electronic version of the textbook, located on the ACPS website (https://www.acps.k12.va.us/tcsummerassignments) Students with no internet or computer access MUST obtain a textbook from Ms. Hudgens before summer vacation. (Room A209). It is YOUR responsibility to obtain a textbook if you will not be able to access the online version. 2. Primary Source Analysis [REQUIRED] [1 HW grade] One of the most important skills you will use in APUSH this year is to analyze primary and secondary sources. The acronym we will use to analyze sources in this class is HIPP, which stands for Historical Context, Intended Audience, Purpose and Point of View. Attached you will see a handout which elaborates on how to extend the analysis of documents using this method. You will analyze some documents from the period by completing the charts in this packet. Assignment Procedure 1. Your summer assignment MUST BE HANDWRITTEN! Typed assignments will NOT be graded 2. This is an individual assignment that is to be completed entirely on your own. Any assignments that are found to be copied from another student will NOT be accepted and will receive a grade of an ZERO. 3. Due dates for each portion of the summer assignment can be found on the calendar on page 3 of this packet. 4. Each student is required to sign the attached honor code and turn it with the 1 st assignment. Enjoy the readings and welcome to AP US History. If you run into any problems while completing your summer assignment or any questions arise, please contact one or both of the AP instructors listed below. Ms. Erin Hudson erin.hudson@acps.k12.va.us Mr. Steven Geter Steven.geter@acps.k12.va.us
TC Williams High School Advanced Placement US/VA History Honor Code Statement for Summer Assignment I pledge on my honor that: I have completed all steps of the attached assignment on my own. I have not used any unauthorized materials when completing this assignment. I have not given anyone else access to my assignment. I understand the penalties associated with academic dishonesty. (Please review the ACPS Honor Code [ACPS Regulation JFC-R2] at www.acps.k12.va.us/policies-j if you have any questions). Print Student Name Parent Signature Parent Email Signature and Date Date Parent Phone Number Detach this page and staple it to the front of your summer assignment before turning it into your instructor.
Unit 1 APUSH CALENDAR DUE DATES J September 2017 Monday Tuesday Wednesday Thursday Friday September 4 5 6 7 8 NO SCHOOL Labor Day First Day of School J First Day of School J Chapter 1 DUE Chapter 1 DUE 11 12 13 14 15 Chapter 2 DUE Chapter 2 DUE Primary Source Analysis DUE Primary Source Analysis DUE Chapter 3 DUE 18 19 20 21 22 Chapter 3 DUE Chapter 4 DUE Chapter 4 DUE Unit 1 VOCAB QUIZ Unit 1 VOCAB QUIZ 25 26 27 28 29 Unit 1 TEST Unit 1 TEST Chapter 5 DUE Chapter 5 DUE
Chapter 1 Reading Guide Part One: Identification Terms When completing each term (from now until the end of the year) please do it in the following format: Who, What, Where, When, Why, How. Again, ALWAYS HANDWRITTEN. Typed documents WILL NOT BE ACCEPTED. Pueblos WHO: Native Americans (ie: Anasazi) WHAT: Native Americans who rose up against Spanish conquistadors WHERE: Southwest/New Mexico WHEN: 1680s WHY: Even though the rebellion ultimately failed to take back Santa Fe, the Pueblo people made a lasting impact on the dominant culture of the Southwest HOW: Launched a coordinated attack on the Spanish known as Pope s Rebellion. Killed over 400 Spaniards 1. Tenochtitlan 2. Peasants 3. Yeomen 4. Primogeniture 5. Republics 6. Conquistadors 7. Columbian Exchange 8. Mestizos 9. Caste System 10. Christopher Columbus 11. Vasco da Gama 12. Hernan Cortes 13. Predestination 14. Mercantilism 15. Price Revolution Part Two: Chapter Questions Each of the following guided reading questions should be answered in a complete, detailed, well-reasoned paragraph. Students should make every attempt to include specific examples in each response. 1. Compare and Contrast the Mayan and Aztec Empires in the Venn Diagram below:
2. In North America different tribes flourished. Fill out the chart below. Mississippi Valley STRUCTURE ECONOMY TRIBES LOCATED THERE WHAT MAKES THEM UNIQUE Eastern Woodland Great Lakes Arid Southwest Pacific Coast 3. What were the main characteristics of the Indian civilizations in Mesoamerica? Please provide four specific examples. 4. Explain both why and how Portugal and Spain pursued overseas commerce and conquest.
5. What was Columbus purpose for exploring the New World? How did Columbus treat the Native Americans he found upon his arrival in the New World? (2 examples) 6. Summarize the Columbian Exchange on page 28. 7. Describe the impact of the Columbian Exchange in food, people, diseases, and gold on the Americas, Europe, and Africa. 8. Describe three factors that prompted the large-scale migration from England to America. 9. Explain four factors that made Native American people vulnerable to conquest by European adventurers. 10. Describe five factors that led to the transatlantic trade in African slaves. 11. What was Mercantilism? How did this doctrine shape the policies of European monarchs to promote both domestic manufacturing and foreign trade?
Chapter 2 Reading Guide Part One: Identification Terms When completing each term (from now until the end of the year) please do it in the following format: Who, What, Where, When, Why, How. Again, ALWAYS HANDWRITTEN. Typed documents WILL NOT BE ACCEPTED. Pueblos WHO: WHAT: WHERE: WHEN: WHY: HOW: 1. New Amsterdam 2. Headright (system) 3. House of Burgesses 4. Indentures (Indentured Servants) 5. Chattel Slavery 6. Nathaniel Bacon 7. Jamestown 8. Opechancanough 9. Maryland Act of Toleration 10. John Winthrop 11. Mayflower Compact 12. Roger Williams 13. Anne Hutchinson 14. Town Meetings 15. Praying Towns 16. Metacom Part Two: Chapter Questions Each of the following guided reading questions should be answered in well-written sentences. Students should make every attempt to include specific examples in each response. 1. Explain the economic, political & religious motivations of starting colonies by the following nations: NATION ECONOMIC MOTIVATION POLITICAL MOTIVATION RELIGIOUS MOTIVATION DUTCH ENGLISH
SPANISH FRENCH 2. Upon their arrival, what difficulties did the Jamestown settlers face (both of their own creation and other factors) from 1607-1622? 3. Prior to 1619, would you consider Jamestown to be an initial success based upon its charge (mission) by the king and the Virginia Company? Why or why not? 4. By 1619, how did Jamestown begin to set the foundations of American democratic traditions? 5. How and why did a system of forced labor based on the factors of class and race emerge in the Chesapeake and Virginia colonies in the early seventeenth century? 6. Describe the two major systems of bound labor that took hold in the Chesapeake colonies.
7. Compare and contrast the economic & religious purposes for the founding of Jamestown and Maryland colonies. 8. Describe the role disease and tobacco play in colonial North America- give 3 examples. 9. Compare & contrast the life of an indentured servant with an African slave in colonial America. 10. Compare the Indian uprisings in Virginia in 1622 with Bacon s Rebellion in 1675-1676. How did each one impact development in Virginia? 11. Why did Pilgrims choose to migrate to British North America? 12. How did John Winthrop change the Massachusetts Bay Colony? 13. In what ways were Puritan ideals reflected in New England society? 14. How did colonial society in the Chesapeake region differ from that of New England?
15. Compare and Contrast PLYMOUTH & JAMESTOWN colonies in the following areas: CONTRAST HOW JAMESTOWN SIMILAR? Reason For Founding CONTRAST PLYMOUTH Social Politics Relations w local Native Americans Economics 16. In the chart below, accurately describe the conflict, identify the years of the conflict and explain the importance of each conflict: CONFLICT DESCRIBE YEARS IMPORTANCE METACOM S REBELLION (KING PHILIP S WAR) BACON S REBELLION Jamestown colony v. Powhatans
Chapter 3 Reading Guide Part One: Identification Terms When completing each term (from now until the end of the year) please do it in the following format: Who, What, Where, When, Why, How. Again, ALWAYS HANDWRITTEN. Typed documents WILL NOT BE ACCEPTED. Pueblos WHO: WHAT: WHERE: WHEN: WHY: HOW: 1. William Penn 2. Navigation Acts 3. Dominion of New England 4. Two Treatisies on Government 5. Middle Passage 6. Stono Rebellion 7. Salutary Neglect 8. Patronage 9. War of Jenkin s Ear 10. Molasses Act of 1733 11. Currency Act Part Two: Chapter Questions Each of the following guided reading questions should be answered in a complete, detailed, well-reasoned paragraph. Students should make every attempt to include specific examples in each response. 1. How did African-American communities in America respond to and resist their condition? 2. How and why were the Carolinas created? 3. Describe TWO differences between North and South Carolina during the early colonial period. 4. How did William Penn (and his colony) differ from other colonies/settlers on ideas such as treatment of Native Americans and religious freedom? 5. What were the Quaker s basic beliefs? (Give 3)
6. Describe three unique social characteristics of the Pennsylvania colony. 7. What was the larger purpose/goal of the Navigation Acts? 8. Look at table 3.2 of the Navigation Acts 1651-1751. Based on the table, were the Navigation Acts strictly enforced by the British government? 9. What was the role of the colonies within the British mercantilist system? 10. Dominion of New England: Complete the chart below What was it? Why was it formed? Who joined? 11. John Locke s Two Treaties on Government will influence US government. Explain how Locke s philosophies will help develop democratic ideals in the American political system? 12. In what way was the European-Iroquois relationship unique?
13. Describe how the British followed the policy of salutary neglect and explain its consequences. 14. Describe THREE negative effects of the slave trade on the continent of Africa. 15. Give two examples of how Africans maintained their cultural heritage as slaves in North America. 16. What group had the most political and economic control in the Cheseapaeke colonies? 17. What were some of the important goods of the economy of New England? Pg 93-99 18. What was Britain s underlying reason for creating Georgia colony in 1732?
Chapter 4 Reading Guide Part One: Identification Terms When completing each term (from now until the end of the year) please do it in the following format: Who, What, Where, When, Why, How. Again, ALWAYS HANDWRITTEN. Typed documents WILL NOT BE ACCEPTED. Pueblos WHO: WHAT: WHERE: WHEN: WHY: HOW: 1. Yeoman Farmer 2. Quakers 3. The Enlightenment 4. Deist 5. Jonathan Edwards 6. George Whitefield 7. Old Lights 8. Sinners in the Hands of an Angry God 9. Pontiac s Rebellion 10. Proclamation of 1763 11. Paxton Boys 12. Regulator Movement 13. Treaty of Paris 1763 Part Two: Chapter Questions Each of the following guided reading questions should be answered in a complete, detailed, well-reasoned paragraph. Students should make every attempt to include specific examples in each response. 1. In what ways were the lives of women and men in New England colonies different? List three examples 2. Who were the new migrants to the Middle Colonies? Why did they leave Europe? What were their goals in British North America? 3. Name the colonies that made up the Middle Colonies. Come up with an acronym to remember them. 4. How were the Middle colonies different from the New England colonies in terms of religion?
5. How was deism a mix of Enlightenment and religious ideas? 6. What was the Great Awakening? 7. Explain three ways that the Enlightenment and the Great Awakening prompted Americans to challenge traditional sources of authority? 8. Describe three causes of unrest in the American backcountry in the mid-eighteenth century.
Extended Analysis of Documents In order to achieve a high score on the DBQ, you must use all or all but one of the documents in your writing. Also, you must identify historical context, intended audience, purpose, and/or point of view [HIPP] for each of the documents you use in your essay. 1. Historical Context Analysis of Historical Context involves connecting a document to specific historical events, to specific circumstances of time and place, and/or to broader regional, national, or global processes. Identifying the Historical Context places the document within broader trends which are contemporary to the source. It might also connect the document across time to earlier and later eras, or across space to events happening in different places. To place a document within an historical context, identify the particular trend or process in which the document fits. Write a sentence which describes the context, explain how the document participates in that historical trend or process. Include the phrase the historical context of this document is. 2. Intended Audience Authors aim what they write to particular groups of people. Observing the intended audience of a source involves identifying a person or group the author expects to inform or influence in creating the source. It is very important in constructing your argument about the intended audience that you go beyond what is noted in the source line of the document. Credit for extended analysis of a document will not be granted for mere repetition of an audience identified in the source line. If you know the intended audience of the author, write sentences which describe the audience. In describing the author s intended audience include the phrases, the author s intended audience was and is shown by. 3. Purpose Author s Purpose can be thought of as the goal sought by the author. It involves identifying the author s endgame, what they hope to accomplish, and why they are writing the document. Common purposes include attempts to inform, to entertain, to persuade, to influence, to teach, to record, requirements of the author s job or profession, to describe, self-aggrandizement, and/or to regulate (as in laws or rules). If you pick up on a purpose of the author in producing the document write sentences which describe the purpose conveyed. In describing the author s purpose in creating a source include the phrases the author s purpose in writing was to and is shown by. 4. Point of View (POV) The best way to earn the POV point is to go beyond the basic identity of the source author and the source itself, as described in the document source line. In order to write a successful POV statement, you should try to establish a better understanding of the identity of the author; you can do this by asking yourself questions about the author and the source. What is the author s profession? What is the author s gender or social class? What religion does the author follow? Does the author have an identifiable ethnicity, nationality, or other allegiance to a particular group? Once you ve asked these questions, go further and explain how one of these factors may have influenced the content of the source. Your complete POV statement should both identify an influence that may have shaped the author or source and explain how that particular influence specifically affected the content of the document. If you pick up on a purpose of the author in producing the document write sentences which describe the purpose conveyed. In describing author s purpose in creating a source include the phrases the author s point of view in writing was to and is shown by.
Primary Source Document: John Winthrop- A Model of Christian Charity 1630 Now the only way to avoid this shipwreck, and to provide for our posterity, is to follow the counsel of Micah, to do justly, to love mercy, to walk humbly with our God. For this end, we must be knit together, in this work, as one man. We must entertain each other in brotherly affection. We must be willing to abridge ourselves of our superfluities, for the supply of others necessities. We must uphold a familiar commerce together in all meekness, gentleness, patience and liberality. We must delight in each other; make others conditions our own; rejoice together, mourn together, labor and suffer together, always having before our eyes our commission and community in the work, as members of the same body. So shall we keep the unity of the spirit in the bond of peace. The Lord will be our God, and delight to dwell among us, as His own people, and will command a blessing upon us in all our ways, so that we shall see much more of His wisdom, power, goodness and truth, than formerly we have been acquainted with. We shall find that the God of Israel is among us, when ten of us shall be able to resist a thousand of our enemies; when He shall make us a praise and glory that men shall say of succeeding plantations, "may the Lord make it like that of New England." For we must consider that we shall be as a city upon a hill. The eyes of all people are upon us. So that if we shall deal falsely with our God in this work we have undertaken, and so cause Him to withdraw His present help from us, we shall be made a story and a by-word through the world. We shall open the mouths of enemies to speak evil of the ways of God, and all professors for God's sake. We shall shame the faces of many of God's worthy servants, and cause their prayers to be turned into curses upon us till we be consumed out of the good land whither we are going. H Historical Context The historical context of Winthrop s A Model of Christian Charity is I Intended Audience P Purpose P Point of View The intended audience of John Winthrop is. This is evidenced by The purpose of A Model of Christian Charity is. This is demonstrated by Winthrop s point is view is. His bias is. This is shown through
Compare & Contrasting Primary Source Documents: The Valladolid Debate 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 Juan Gines De Sepulveda, Concerning the Just Causes of the War against the Indians, 1547 Juan Gines de Sepulveda (1489-1573), a Spanish theologian and philosopher, was tasked by Charles V, grandson of Ferdinand and Isabella, to respond to Bartolome de las Casas s assertions that the Spaniards were unjustly treating Native Americans. Below is an excerpt from his book, Concerning the Just Causes of the War against the Indians. [T]he Spanish have a perfect right to rule these barbarians of the New World and the adjacent islands, who in prudence, skill, virtues, and humanity are as inferior to the Spanish as children to adults, or women to men, for there exists between the two as great a difference as between savage and cruel races and the most merciful, between the most intemperate and the moderate and temperature and, I might even say, between apes and men Compare, then, these gifts of prudence, talent, magnanimity, temperance, humanity, and religion with those possessed by these half-men, in whom you will barely find the vestiges of humanity, who not only do not possess any learning at all, but are not even literate or in possession of any monument to their history except for some obscure and vague reminiscences of several things put down in various paintings; nor do they have written laws, but barbarian institutions and customs. Well, then, if we are dealing with virtue, what temperance or mercy can you expect for men who are committed to all types of intemperance and base frivolity, and eat human flesh? And do not believe that before the arrival of the Christians they lived in that pacific kingdom of Saturn which the poets have invented; for, on the contrary, they waged continual and ferocious war upon one another with such fierceness that they did not consider a victory at all worthwhile unless they sated their monstrous hunger with the flesh of their enemies
De Las Casas HIPP Analysis Sepulveda H Historical Context I Intended Audience P Purpose P Point of View