Summer Assignment
Advanced Placement
United States History
Instructions: As a student in the Advanced Placement United States History (APUSH) program, you are expected to complete the following tasks prior to the start of the 2006-2007 school year.
Part I
1. Read Chapter I Objectives and Summary (attached)
2. Read Chapter I, The Meeting of Cultures.
3. Complete Chapter I Note Cards (attached).
4. Take Chapter I Practice Quiz.
Part II
1. Read Chapter II Objectives and Summary (attached)
2. Read Chapter II, The English Transplantations.
3. Complete Chapter II Note Cards (attached).
4. Read and answer questions concerning the Mayflower Compact (attached).
5. Take Chapter II Practice Quiz.
Part III
1. Read Chapter 3 Objectives
2. Read Chapter 3 “Society and Culture in Provincial America”
3. Complete Chapter 3 Notecads
4. Take Chapter 3 Practice Quiz
Words of Advise
1. Make sure you read all instructions!!!!
2. Learn the location of all fifty states and major cities (attached).
3. Learn the name and party of the forty-three United States Presidents (attached).
4. To help you focus on key information while reading, go to Mr. Jackson’s school
web page. On there, among other items, you will find study guides to assist you in your reading. (Note: The new web site may not be up until mid-summer, so please be patient.)
Helpful Hint:
If you have any questions concerning the above, please feel free to email Mr. Jackson at jjackson@learningcommunity202.org Or Mr. Lamberti at slambert@learningcommunity202.org . Please remember that it is summer. As a result, it may take a few days before you receive a reply back.Note Cards
Chapter I
AP History
Summer 2006
Instructions: Identify, on note cards, each of the following, and explain why it is important within the context of the chapter.
- Tenochtitlan
- Iroquois Confederation
- Black Death
- Prince Henry the Navigator
- Amerigo Vespucci
- Francisco Pizarro
- Don Juan de Onate
- Pueblo Indians
- Mestizos
- Mali
- John Cabot
- Enclosures
- Merchant Capitalists
- Mercantilism
- Huguenots
- Separatists
- “Plantations”
- Sea Dogs
Chapter I
Practice Quiz
Instructions: Circle the letter of the response which best answers the question or completes the statement.
- The Indian Empire that dominated modern Mexico at the time of the Spanish conquest was the
- Mayan.
- Inca.
- Aztec.
- Chaco.
- At the time of the Spanish conquest, the economies of most of the Native Americans in South and Central America and Mexico were based on
- hunting and gathering.
- herding.
- fishing and gathering.
- agriculture.
- The eastern third of what is now the United States was inhabited by the
- Woodland Indians.
- Plains Indians.
- Mountain Indians.
- Coastal Tribes.
- India societies in North America
- made little distinction between gender roles.
- tended to divide tasks according to gender.
- put women in important political positions.
- did not allow women to exercise any control over social or economic matters.
- Paralleling the rise of commerce in Europe, and in part responsible for it was
- the return of the Black Death.
- the invention of the compass.
- the revival of the African slave trade.
- the rise of united and powerful nation states.
- At least partly as a result of Columbus’s voyages, Spain
- got involved in the Indian slave trade.
- soon went to war with France.
- replaced Portugal as the foremost seafaring nation.
- opened trade with the great khan in China.
- Through a combination of daring, brutality, and greed, the conquistadors
- made possible the creation of a Spanish empire in America.
- brought capitalism to Mexico.
- founded St. Augustine.
- introduced African slavery into America.
- With the Indians’ conversion to Catholicism
- native religions died out.
- most natives continued to practice their own religion.
- rebellions against whites ceased.
- Spain was able to control all southwestern tribes.
- The first and perhaps most profound result of the meeting of native and European cultures was the
- exchanged of plants and animals.
- importation of European diseases.
- native adoption of European ways of waging war.
- intermarriage of Europeans and natives.
- Ultimately more important to Europe than the gold and silver found in the New World was the
- importation of new crops that could feed larger numbers of people.
- discovery of new forms of religious worship.
- Indian labor force.
- architectural knowledge gained from the Aztecs.
- In matrilineal Indian and African societies
- the father is the sole authority in the family.
- local gods are the basis of religious beliefs.
- women play a major, often dominant, role.
- slavery does not exist.
- The African slave trade began
- in the fifteenth century, soon after the Spanish conquest.
- as early as the eighth century.
- with the English settlement of Virginia.
- when the sugar industry moved to the Caribbean.
- In the sixteenth century the market for slaves grew dramatically as a result of
- the rising European demand for sugar cane.
- the need for labor in the tobacco fields.
- a desire to Christianize Africans.
- the English entry into the slave market.
- Which of the following was not an English incentive for Colonization?
- To escape religious strife at home.
- To bring the Christian religion to the Indians.
- To escape the economic transformation of the coutryside.
- To find new markets for English products.
- According to the theory of mercantilism, a nation could be made strong by
- exporting more that it imported.
- building up a large standing army.
- defeating its neighbors in war.
- importing more that it exported.
- Members of the Church of England who claimed that the church had not given up Rome’s offensive beliefs and practices were the
- Baptists.
- Presbyterians.
- Methodists.
- Puritans.
- As a result of the experiences in Ireland, the English believed that
- all they needed to do was subdue the natives and rule them.
- they must retain a rigid separation from the native population.
- they could not build a complete society of their own.
- they should intermarry with the Native Americans.
- The country that produced the most successful fur traders and trappers was
- Spain.
- Holland.
- France.
- Germany.
- The first permanent English settlement was
- Massachusetts Bay.
- Jamestown, Virginia.
- Plymouth, Massachusetts.
- St. Augustine, Florida.
- The man to whom Queen Elizabeth granted the land which the “lost colony” was planted was
- John White.
- Walter Raleigh.
- Humphrey Gilbert.
- James Cobb.
Note Cards
Chapter II
AP History
Summer 2004
Instructions: Identify, on note cards, each of the following, and explain why it is important within the context of the chapter.
- Powhatan
- “Adventurers”
- “Starving time”
- A Counterblaste to Tobacco
- John Rolfe
- Headright system
- House of Burgesses
- Opechancanough
- Maryland’s Act Concerning Religion
- Sir William Berkeley
- Oliver Cromwell
- Green Springs group
- Scrooby congregation
- William Bradford
- John Winthrop
- Thomas Hooker
- Fundamental Orders of Connecticut
- Roger Williams
- Flintlock rifle
- Earl of Shaftsbury
- Sir George of Carteret
- Society of Friends
- Williams Penn’s “Holy Experiment”
- New Mexico
- James Oglethorpe
- George Trustees
- Edmund Andros
- William & Mary
- Jacob Leisler
- John Coode
Chapter II
Practice Quiz
Instructions: Circle the letter of the response which best answers the question or completes the statement.
- Which of the following did not shape the character of English settlements in America?
- The colonies were business enterprises.
- The colonies promoted freedom and religion.
- The colonies were designed to transplant society from the old world to the new.
- The colonies were able to develop their own political and social institutions.
- Captain John Smith helped Jamestown survive when he
- divided the duties and privileges of leadership among several members of a council.
- imposed work and order on the colony.
- ended raids perpetrated on neighboring Indian villages to steal food and kidnap natives.
- divided the colony’s profits among the stockholders.
- The Englishman who fist cultivated tobacco in Virginia was
- John Smith.
- Lord De La Warr.
- John Rolfe.
- Walter Raleigh.
- The year 1619 was important in the history of Virginia because that year the colony
- elected its first House of Burgesses.
- made it first profit.
- received its first royal governor.
- put down an Indian uprising.
- To entice new laborers to their colony, the Virginia Company established the “headright” system to
- pay the Indians for their services.
- import African slaves.
- grant land to current and prospective settlers.
- promise the colonists the full rights of Englishmen.
- In 1619, two new elements were introduced into the Virginia social order. They were
- women and Catholics.
- mestizos and blacks.
- blacks and women.
- women and mestizos.
- Which of the following colonies allowed freedom of religion to all Christians?
- Massachusetts.
- Virginia.
- Plymouth.
- Maryland.
- Which of the following factors contributed to the outbreak of Bacon’s Rebellion?
- The autocratic rule of Governor Berkeley.
- Overrepresentation in government of the frontier settlements.
- The government’s pursuit and destruction of Indian marauders.
- All of the above.
- Bacon’s Rebellion was significant because
- it revealed the bitterness of competition among rival elites in Virginia.
- it was evidence of the continuing struggle to define the Indian and white spheres of influence in Virginia.
- it demonstrated the potential for instability in the colony’s large population of landless men.
- a and c
- all of the above.
- Caribbean colonies built their economies on
- the slave trade.
- shipbuilding.
- export crops.
- fishing.
- Many Virginians turned to slaves rather than to indentured servants for labor because Africans
- already knew how to raise tobacco.
- did not have to be released, so there was no fear that they might become an unstable, landless lass.
- were cheaper to purchase at the outset.
- were more naturally subservient and caused the master no trouble.
- The majority of colonists who first settled in Plymouth were
- members of a Puritan Separatist congregation.
- not members of a Puritan Separatist congregation.
- upper middle class Puritans for the London area.
- moderate puritans who wanted only minor reforms in church practices.
- The first governor of the Massachusetts Bay colony was
- John Winthrop.
- William Bradford.
- Roger Williams.
- Thomas Hooker.
- Ann Hutchinson’s teaching threatened to undermine the spiritual authority of the established clergy because she
- claimed believers could communicate directly with god.
- preached that the clergy was corrupt.
- denounced clergymen who were also politicians.
- stressed faith over good works.
- Along the western borders of English settlement, European and Indians lived together in regions where during these period
- Europeans were clearly in control.
- neither side was able to establish clear dominance.
- Native Americans were clearly superior.
- no concessions were made and no quarter given.
- The Restoration colonies had in common that they were all
- located in the south.
- profitable for the crown.
- proprietary ventures.
- royal colonies.
- Slavery in Carolina was greatly influenced by slavery in
- Virginia.
- Barbados.
- St. Augustine.
- England.
- The Navigation Acts were designed to
- regulate commerce according to the theory of mercantilism.
- destroy the power of rising colonial merchants.
- keep the price of tobacco low.
- raise money to pay England’s war debts.
- The overthrow of James II in the Glorious Revolution was
- well received in New England.
- criticized by colonial merchants.
- the result of pressure on Edmund Andros.
- hardly felt by colonial politicians.
- In America, the Glorious Revolution of 1688 led to changes which revealed
- a colonial desire for self government.
- that local issues were more important than questions over the nature of the empire.
- that the institution of monarchy was unpopular.
- that the established church was unpopular.
APUSH
Summer assignment
Chapter 3
Note cards:
- Enlightenment
- indentured servitude
- Midwives
- Patriarchy
- Middle Passage
- Slavery
- Slave Codes
- “Pennsylvania Dutch”
- Tobacco
- Triangular Trade
- Stono Rebellion
- Witch trials
- Great Awakening
- George Whitefield
- “Dame School”
Objectives
A thorough study of Chapter 3 should enable the student to understand
1. The disagreement among historians concerning the origins of slavery.
2. The sources of colonial labor, including indentured servants, women, and imported Africans.
3. Immigration patterns and their effect on colonial development.
4. The ways in which factors of soil and climate determined the commercial and agricultural development of the colonies, despite the crown's attempts to influence production.
5. The emergence of the plantation system and its impact on Southern society.
6. The New England witchcraft episode as a reflection of the Puritan society.
7. The reasons for the appearance of a variety of religious sects in the colonies, and the effect of the Great Awakening on the colonists.
8. The beginnings of colonial industry and commerce and the early attempts at regulation by Parliament.
9. The ways in which colonial literature, education, science, law, and justice were diverging from their English antecedents.
U.S Cities & States
Advanced Placement
United States History
Instructions: Learn the location of the states below, as well as, a few major cities and landmarks (on opposite side). There is map is provided to assist you in your task. If needed, please feel free to make copies.