March 2014, Mrs. Watkins

Dear Future AP U.S. History Student,

I am excited that you are considering AP US History for the 2014-2015 school year! It should be understood that AP classes are challenging. They require hard work, dedication and time. You should plan to spend 5-8 hours a week completing APUSH homework including (but not limited to) Chapter readings, key term flash cards and President Charts. In order to make the most of the time that we have, you will be required to complete the summer assignments listed below.These assignments will be due on the first day of the new school year that your class meets (August 18th-A Day or August 19th-B Day).

You will need to pick up an AMSCO text book before you leave for summer break.

Part 1: Chapters 1-3 of AMSCO (200 points)

Onceyouhave thebookyou are tocompletethe followingfor the1stunit:

Chapter1-Exploration,Discovery,andSettlement,1492-1700

Completethe chaptersummary attached(1grade)

Chapter2-TheThirteenColoniesandtheBritishEmpire,1607-1750

Completethe chapter summary attached (1grade)

Chapter3-ColonialSocietyintheEighteenthCentury

Completethe chapter summary attached (1grade)

Unit1Indexcards:(100 points)

In thecourseof theyear studentsmake flash cardsforeachimportant term on 3x5 indexcards. Thisserves as avaluable reviewtool beforethe AP exam.These indexcardsmust:

comefrom the Amsco book or theclasstext (nota Googlesearch) be handwritten

have only1 term ononeside and thedefinitionor importanceontheotherside. Fullyexplain ordefinethe term in yourown words.

Chapter1

1.Ferdinand and Isabella

2.Protestant Reformation

3.Christopher Columbus

4.conquistadors

5.encomienda system 6.joint-stock company 7.Jamestown

8.Captain John Smith 9.Pocahontas

10.Puritans

11.Plymouth colony 12.Separatists

13.Pilgrims


14.Mayflower Compact 15.MassachusettsBay

Colony

16.JohnWinthrop 17.GreatMigration

Chapter2

18.corporate colonies 19.royal colonies

20.proprietary colonies 21.Chesapeakecolonies 22.Actof Toleration

(1649)

23.Bacon’s Rebellion 24.indentured servant 25.headrightsystem

26.RogerWilliamsChapter3

27.Anne Hutchinson40.hereditary aristocracy 28.FundamentalOrders41.social mobility

ofConnecticut (1639)42.colonial families29.halfwaycovenant43.established church 30.KingPhilip’sWar 44.GreatAwakening 31.Restoration colonies 45.Jonathan Edwards 32.WilliamPenn 46.GeorgeWhitefield 33.JamesOglethorpe 47.Cotton Mather

34.mercantilism48.PoorRichard’s 35.Navigation Acts Almanac

36.Dominion ofNew49.Zengercase England

37.Glorious Revolution 38.triangulartrade

39.Middle Passage

DIFFERENCES BETWEEN TRADITIONAL CLASSES AND APUSH

Traditional Honors or Regular Classes / Advanced Placement Classes
Teacher centered. Teacher is primarily responsible for student achievement. / Student centered. Students are responsible for ensuring their success in the class. Teacher role is as facilitator of learning.
Homework assigned regularly that is collected for a grade.
Students complete homework generally in order to earn a grade or maintain a grade. / Homework is assigned, but not all may be graded. The purpose of homework is to reinforce classroom activities and to fill gaps in knowledge. Student is expected to complete this individually. Generally, 5-8 homework assignments are collected each quarter.
Homework in AP U.S. History, while copious at times, is designed to impart the knowledge necessary to take the AP Exam in U.S. History and to reinforce the skills needed to pass the exam.
Resembles traditional high school classes. / Resembles what is seen in university classrooms. Students are provided a college-level textbook and supplemental readings. Grades rely on written work, quizzes, tests, and major projects. Flash cards and President charts collected regularly for homework grade.
Varying standards and expectations regarding evaluation and achievement. Demanding nature of coursework varies according to instructor or course. / Students held to high standards of evaluation and achievement. These standards are consistently enforced as a way to prepare students for real-world demands and the demands of a collegiate setting.
Examples: Cumulative testing, free response essays, document-based questions, daily reading quizzes, etc.

********SKIM…READ…ThenTAKENOTES in the charts below********

AMSCOCH1ExplorationNAME______

Thusoutofsmallbeginningsgreaterthingshavebeenproducedbyhishandthatmadeallthingsofnothingandgivesbeingtoallthingsthatareandasonesmallcandlemaylightathousandsothelightherekindlehathshoneuntomany,yeainsomesorttoourwholenation.~WilliamBradford

First people cametoNorthAmericaWAaaaaay beforeColumbuswas bornvia a land bridge. Millionsof people came and lived avarietyof ways.

CULTURESOFNORTHAMERICA

CULTUREOFCENTRALANDSOUTHAMERICAMayas

Incas

Aztecs

EUROPEMOVESTOWARDSEXPLORATION

EARLYEXPLORATIONS

Columbus-lookingthe“Indies”
LEGACY-
EXCHANGE- / DividingtheNewWorld
TreatyofTordesillas

EARLYENGLISHSETTLEMENTS

EARLYPOLITICALINSTITUTIONS

SPANISHSETTLEMENTSINNORTHAMERICA

NOT successful, NOresources. STRONG Natives.*FL-StAugustine OLDEST*NM- Sante Fe,harshtreatment leadsto PEUBLO REVOLT. TX &CA- bc Russia was in AK

EUROPEANTREATMENTOFNATIVEAMERICANS

HISTORICALPERSPECTIVE:Alwaystakenotesonthissection.Keytounderstandingthe“bigpicture”ofeachchapter.TakenotesonthissectionmuchlikeIdidbelow (you do not need to take additional notes for this section)

Columbus,fromdiscoverytobadguy…over time historians“revise” history.

Historicalrevisionism, the criticalre-examination ofpresumed historical facts andexistinghistoriography  Revisionistswere particularly harshof Columbus in 1992,the500yearanniversary ofthe“discovery”

Revisionist referto Columbus NOT as discoverer BUT as “conqueror” The debate (good guy vs badguy)continues

One thingis notdebatable;Columbus’ contactbrought twoworldstogetherandforeverchanged theworld.

AMSCO CH2The13Colonies &the BritishEmpire 1607-1750

IftheydesirethatPietyandgodlinessshouldprosper;accompaniedwithsobriety,justiceandlove,letthemchooseaCountysuchasthisis;evenlikeFranceorEnglandwhichmayyieldsufficiencywithhardlaborandindustry…JohnWhite

FromVirginiain1607toGeorgiain1733,ALLENGLISHcolonieswereestwithacharter(likeacontractwiththeKingsettingtheirrelationshipwiththeKing)

Corporate-

Royal-

Proprietary-

Englishcoloniesbroughttraditionsofindependenceandrepresentativedemocracy,conflictsinEuropeledtofeelingsforindependencehereandeventuallytensionbetweentheKingandcolonistgrew.Readhoweachcolonygrewdistinctpolitical,economicandsocialinstitutions.

CHESEAPEAKECOLONIES

DEVELOPEMENT OF NEW ENGLAND

RhodeIslandRogerWilliams
Anne Hutchinson (antinomianismmeans: faith=heaven) / Connecticut
Ordersof CN
NewHampshire
Halfwaycovenant / NewEnglandConfederation
KingPhilips War

RESTORATIONCOLONIES

MERCANTALISMANDTHEEMPIRE

INSTITUTIONOFSLAVERY

IncreasedDemand
1-
2-
3- / SlaveLaws / TriangularTrade

On a separate sheet of paper, take notes on the “Historical Perspectives” of this chapter.

AMSCOCH3ColonialSocietyinthe18thCentury

TheAmericanisanewman,whoactsuponnewprinciples;hemustthereforeentertainnewideasandformnewopinions.Frominvoluntaryidleness,serviledependenceanduselesslabor,hehaspassedtotoilsofverydifferentnature,rewardedbyamplesubsistence.ThisisanAmerican.~Crevecoeur,1782

POPULATIONGROWTH

STRUCUTREOFCOLONIALSOCIETY

ECONOMY

RELIGION

ProtestantDominance
GREATAWAKENING / JohnEdwards / GeorgeWhitefield / IMPACT / PoliticalInfluence

CULTURE

POLITICS

HistoricalPerspective:WascolonialSocietyDemocratic?READ,SUMMARIZEANDANSWER