 Page 1May 21, 2014

May 18, 2014

Dear (hopeful) Advanced Placement United States History Students:

Congratulations on the successes of the school year now coming to a close. At this point, worrying about next year isn’t likely to be high on your list of priorities. I don’t blame you a bit. That being said, I have some important information to convey:

One of the interesting challenges associated with the United States Advanced Placement program is the amount of material we are expected to cover and the amount of time in which to do it. Simply put, we are expected to cover forty (40) chapters in approximately thirty-three (33) weeks. The entire school year is only 36 weeks, so this letter is to help you understand the need for commitment, the high academic standard associated with the course, and how fast we will cover material.

As preparation, you will be expected to do a few things over the summer to make the process a little more doable. I fully understand the dynamics of holding you accountable for things prior to the school year beginning, but simply offer this advice, the better prepared you are, the greater chance of success once we officially get under way.

You will need to check out the text (American Pageant 14th edition), it will be available via the library or through the secretaries in the main office. Each student is expected to go through Chapters 1-6 in the text so as to fill comfortable with the material. You will be held accountable for that material and it is expected you will complete the following items:

1)Become familiar with the attached (in packet) vocabulary words pertinent to this time period. Nothing will be turned in, but a quiz-test will be given in the first week to assess your knowledge of these materials.

2)Complete the accompanying Chapters 1-6 exam, ready to hand it in on the first day of school.(It is available at the end of this letter.) Feel free to treat it as a worksheet more than a test. That means you can use your books and friends.(Yes, you can even find them via Google.) Past experience has demonstrated that simply getting the work from someone else does not adequately prepare for the class.

3)Essays are a big part of the AP curriculum. To that, also bring with you a completed essay (typed) to the following prompt:

In what ways did ideas, and values held by Puritans influence the political, economic, and social developments of New England colonies from 1630 through the 1660s?

Length of the essay should be what you could write in a 40 minute window assuming you already knew the information—that should put it in the neighborhood of 2 to 3 pages.

4)As you read, chapters 1-6, look for patterns or themes. Listed below are the objectives to each chapter. Each chapter has 5 to 8 objectives; your job is to pick two (2) from each chapter and write ½ to 1 page of information that responds to and identifies information relevant to that objective. For each chapter, identify which of the objectives to which you are responding.

CH. 1New World Beginnings, 33,000 B.C.–A.D. 1769

1. Describe the geological and geographical conditions that set the stage for North American history.

2. Describe the origin and development of the major Indian cultures of the Americas.

3. Explain the developments in Europe and Africa that led to Columbus’s voyage to America.

4. Explain the changes and conflicts that occurred when the diverse worlds and peoples of Europe, Africa, and the Americas collided after 1492.

5. Describe the Spanish conquest of Mexico and South America, and of the later Spanish colonial expansion into North America.

6. Describe the major features of Spain’s New World Empire, including relations with the native Indian populations.

Ch. 2 The Planting of English America, 1500–1733

1. Explain why England was slow to enter the colonization race and what factors finally led it to launch colonies in the early seventeenth century.

2. Describe the development of the Jamestown colony from its disastrous beginnings to its later prosperity.

3. Describe the cultural and social interaction and exchange between English settlers and Indians in Virginia and the effects of the Virginians’ policy of warfare and forced removal on Indians and whites.

4. Compare the tobacco-based economic development of Virginia and Maryland with South Carolina’s reliance on large-plantation rice-growing and African slavery based on West Indian models.

5. Identify the major similarities and differences among the southern colonies of Virginia, Maryland, North Carolina, South Carolina, and Georgia.

Ch. 3 Settling the Northern Colonies, 1619–1700

1. Describe the Puritans and their beliefs, and explain why they left England for the New World.

2. Explain how the Puritans’ theology shaped the government and society of the Massachusetts Bay Colony.

3. Explain how Massachusetts Bay’s conflict with religious dissenters, as well as new economic opportunities, led to the expansion of New England into Rhode Island, Connecticut, and elsewhere.

4. Describe the conflict between colonists and Indians in New England and the effects of King Philip’s War.

5. Summarize early New England attempts at intercolonial unity and the consequences of England’s Glorious Revolution in America.

6. Describe the founding of New York and Pennsylvania, and explain why these two settlements as well as the other middle colonies became so ethnically, religiously, and politically diverse.

7. Describe the central features of the middle colonies, and explain how they differed from New England and the southern colonies.

Ch. 4 American Life in the Seventeenth Century, 1607–1692

1. Describe the basic economy, demographics, and social structure and life of the seventeenth-century colonies.

2. Compare and contrast the different forms of society and ways of life of the southern colonies and New England.

3. Explain how the practice of indentured servitude failed to solve the colonial labor problem and why colonists then turned to African slavery.

4. Describe the character of slavery in the early English colonies and explain how a distinctive African American identity and culture emerged from the mingling of numerous African ethnic groups.

5. Summarize the unique New England way of life centered on family, town, and church, and describe the problems that afflicted this comfortable social order in the late seventeenth century.

6. Describe family life and the roles of women in both the southern and New England colonies, and indicate how these changed over the course of the seventeenth century.

Ch. 5 Colonial Society on the Eve of Revolution, 1700–1775

1. Describe the demographic, ethnic, and social character of Britain’s colonies in the eighteenth century, and indicate how colonial society had changed since the seventeenth century.

2. Explain how the economic development of the colonies altered the patterns of social prestige and wealth, and brought growing class distinctions and class conflict to British North America.

3. Identify the major religious denominations of the eighteenth-century colonies, and indicate their role in early American society.

4. Explain the causes of the Great Awakening, and describe its effects on American religion, education, and politics.

5. Describe the origins and development of education, culture, and journalism in the colonies.

6. Describe the basic features of colonial politics, including the role of various official and informal political institutions.

7. Indicate the key qualities of daily existence in eighteenth-century colonial America, including forms of socialization and recreation.

Ch. 6 The Duel for North America, 1608–1763

1. Explain what caused the great contest for North America between Britain and France, and why Britain won.

2. Describe France’s colonial settlements and their expansion, and compare New France with Britain’s colonies in North America.

3. Explain how Britain’s colonists became embroiled in the home country’s wars with France.

4. Describe the colonists’ role in the Seven Years’ War (French and Indian War), and indicate the consequences of the French defeat for Americans.

5. Indicate how and why the British victory in the Seven Years’ War (French and Indian War) became one of the causes of the American Revolution.

5)Last, but not least, you may have heard about the infamous presidents’ test. Yes, you are expected to memorize the presidents, their political party, and the years in office. Within the first month or so will be the first presidents’ test. This is an all or nothing exam; meaning you get 100% or nothing. Don’t panic yet, you will also have the opportunity of taking the test over again if you don’t pass the first time. (I will explain details in class) Listed below is the presidents’ list as it should be memorized.

PresidentPartyYears

WashingtonNone1789-1797

AdamsFederalist1797-1801

JeffersonDemocratic Republican1801-1809

MadisonDemocratic Republican1809-1817

MonroeDemocratic Republican1817-1825

J.Q. AdamsDemocratic Republican1825-1829

JacksonDemocrat1829-1837

Van BurenDemocrat1837-1841

HarrisonWhig1841-died

TylerWhig1841-1845

PolkDemocrat1845-1849

TaylorWhig1849-1850-died

FillmoreWhig1850-1853

PierceDemocrat1853-1857

BuchananDemocrat1857-1861

LincolnRepublican1861-1865

JohnsonRepublican1865-1869

GrantRepublican 1869-1877

HayesRepublican1877-1881

GarfieldRepublican1881-died

ArthurRepublican1881-1885

ClevelandDemocrat1885-1889

HarrisonRepublican1889-1893

ClevelandDemocrat1893-1897

McKinleyRepublican1897-1901

RooseveltRepublican1901-1909

TaftRepublican1909-1913

WilsonDemocrat1913-1921

HardingRepublican1921-1923

CoolidgeRepublican1923-1929

HooverRepublican1929-1933

RooseveltDemocrat1933-1945

TrumanDemocrat1945-1953

EisenhowerRepublican1953-1961

KennedyDemocrat1961-1963

JohnsonDemocrat1963-1969

NixonRepublican1969-1974

FordRepublican1974-1977

CarterDemocrat1977-1981

ReaganRepublican1981-1989

BushRepublican1989-1993

ClintonDemocrat1993-2001

BushRepublican2001-2009

ObamaDemocrat2009-

In addition to your text, listed below are websites very helpful in learning about the AP program and specifically AP U.S. History.

  • (This website has chapter by chapter resources associated directly with our text including, chapter summaries, specific chapter vocabulary, practice quizzes etc. You will want to print out the objectives for chapters 1-6. Send me an email, if you can’t find the objectives and I will explain how to get them off the page. Once on the main page, click “Navigate by Chapter” in the upper left hand corner and then click through the “prepare for class” and “improve your grade” tabs.) This is a very helpful resource because not only are the vocabulary terms given, there is also a definition.
  • This is a website simply created and maintained to help AP U.S. History students. It is somewhat like the “cliff notes” version of U.S. History. On the main page, click “notecards” and you will find a list of 1500 U.S. History vocabulary terms with a small definition. There are other resources also available to introduce and explain ideas about AP U.S. History.
  • This site contains information relevant to every particular AP subject, AP test organization, materials, sample test questions etc. We will use this website throughout the year to specifically look at test preparation resources.

Now that I have prompted you all to drop the class, let me back up by saying that is not necessary. I simply hope you will realize this course is designed to be college level and you need to make a commitment to work hard. On the other hand if that doesn’t sound like something you are willing to do, it might be time to reevaluate why you are taking a college level course. You can receive concurrent credit (3 college credits) for the course as well as up to five (5) more college credits depending on your level of success on the AP test.

I love teaching AP U.S. History for a lot of reasons, one of which is the quality of student in the class. I am looking forward to another great year. If you have any questions regarding the course and/or related expectations, please feel free to come see me, or send me an email.

Sincerely,

Gary Miner

Vocabulary List

  • Here is the list of specific vocabulary terms to help guide study efforts.

 Page 1May 21, 2014

  • Roanoke
  • Virginia Company
  • Jamestown
  • “Starving time”
  • House of Burgesses
  • Mayflower Compact
  • Powhatan Confederacy
  • Royal Colony
  • Charter Colony
  • Joint-Stock Colony
  • Proprietary Colony
  • Puritans
  • Massachusetts Bay Colony
  • Great Migration
  • Plymouth Bay Colony
  • Know the names of each of the 13 colonies, those primarily responsible for its founding (Founders), and the story surrounding its founding.
  • Become familiar with the geography of the original 13 colonies
  • Anne Hutchinson
  • John Smith
  • James Oglethorpe
  • Defeat of Spanish Armada
  • Thomas Hooker
  • Separatists/Pilgrims
  • Great Awakening
  • Indentured Servants
  • Bacon’s Rebellion
  • Leisler’s Rebellion
  • William Bradford
  • Paxton Boys Rebellion
  • Regulators Uprising
  • Salutary Neglect
  • Albany Congress
  • Mercantilism
  • Stono Rebellion
  • Roger Williams
  • Maryland Toleration Act
  • Fundamental Orders of Connecticut
  • King Philip’s War
  • Bacon’s Rebellion
  • Dominion of New England
  • Halfway Covenant
  • Salem witch trials
  • Great Awakening
  • “Salutary Neglect”
  • John Peter Zenger case
  • Albany Plan
  • French and Indian War
  • Proclamation of 1763

 Page 1May 21, 2014

Name: ______Date: ______

1. / The settlement founded in the early 1600s that was the most consequential for the future United States was the
A) / Spanish at Santa Fe in 1610.
B) / French at Quebec in 1608.
C) / English at Jamestown in 1607.
D) / English at Massachusetts Bay in 1621.
E) / French at Saint Augustine in 1611.
2. / Match each individual on the left with the correct phrase on the right.
A. Francis Drake / 1. “sea dog” who plundered the treasure ships of the Spanish Main
B. Walter Raleigh / 2. adventurer who tried but failed to establish a colony in Newfoundland
C. Humphrey Gilbert / 3. explorer whose voyage in 1498 established England’s territorial claims in the New World
4. courtier whose colony at Roanoke Island was mysteriously abandoned in the 1580s
5. colonizer who helped establish tobacco as a cash crop in Georgia
A) / A-2, B-1, C-3
B) / A-1, B-4, C-2
C) / A-3, B-2, C-1
D) / A-4, B-3, C-2
E) / A-5, B-4, C-1
3. / The first English attempt at colonization in 1585 was in
A) / Newfoundland.
B) / St. Augustine.
C) / Jamestown.
D) / Roanoke Island.
E) / Massachusetts Bay.
4. / Spain's dreams of empire began to fade with the
A) / War of Spanish Succession.
B) / defeat of the Spanish Armada.
C) / loss of Brazil.
D) / Treaty of Tordesillas.
E) / conquest of Mexico by Portugal.
5. / All of the following were true of England as the 17th century opened up except
A) / a large population boom.
B) / enclosing crop lands, thus forcing small farmers off the land.
C) / increasing unemployment.
D) / economic depression hit, displacing thousands of farmers.
E) / desolate cities with a decreasing population.
6. / The financial means for England's first permanent colonization in America were provided by
A) / a joint-stock company.
B) / a royal proprietor.
C) / Queen Elizabeth II.
D) / the law of primogeniture.
E) / an expanding wool trade.
7. / All of the following provided motives for English colonization except
A) / unemployment.
B) / thirst for adventure.
C) / desire for markets.
D) / desire for religious freedom.
E) / need for a place to exploit slave labor.
8. / Despite an abundance of fish and game, early Jamestown settlers continued to starve because
A) / they had neither weapons nor fishing gear.
B) / their fear of Indians prevented them from venturing too far from the town.
C) / they were unaccustomed to fending for themselves and wasted time looking for gold.
D) / they lacked leaders to organize efficient hunting and fishing parties.
E) / there were not enough gentlemen to organize the work force.
9. / Captain John Smith's role at Jamestown can best be described as
A) / very limited.
B) / saving the colony from collapse.
C) / persuading the colonists to continue their hunt for gold.
D) / worsening the colonists' relationship with the Indians.
E) / reducing the terrible death toll.
10. / The native peoples of Virginia (Powhatans) succumbed to the Europeans because they
A) / died in large numbers from European diseases.
B) / lacked the unity necessary to resist the well-organized whites.
C) / could be disposed of by Europeans with no harm to the colonial economy.
D) / were not a reliable labor source.
E) / All of these
11. / The cultivation of tobacco in Jamestown resulted in all of the following except
A) / the destruction of the soil.
B) / a great demand for controlled labor.
C) / soaring prosperity in the colony.
D) / diversification of the colony's economy.
E) / the broad-acred plantation system.
12. / The summoning of Virginia's House of Burgesses marked an important precedent because it
A) / failed.
B) / was abolished by King James I.
C) / was the first of many miniature parliaments to flourish in America.
D) / forced King James I to revoke the colony's royal charter and grant it self-government.
E) / allowed the seating of nonvoting Native Americans.
13. / A major reason for the founding of the Maryland colony in 1634 was to
A) / establish a defensive buffer against Spanish colonies in the South.
B) / be financially profitable and create a refuge for the Catholics.
C) / help the Protestants, by giving them a safe haven.
D) / allow Lord Baltimore to keep all the land for himself.
E) / repudiate the feudal way of life.
14. / In 1649, Maryland's Act of Toleration
A) / was issued by Lord Baltimore.
B) / abolished the death penalty previously given to those who denied the divinity of Jesus.
C) / gave freedom only to Catholics.
D) / protected Jews and atheists.
E) / guaranteed toleration to all Christians.
15. / The inhabitants of North Carolina were regarded by their neighbors as
A) / hostile and violent.
B) / too submissive to authority.
C) / outcasts and irreligious.
D) / far too friendly with Spain.
E) / too Catholic.
16. / Georgia's founders were determined to
A) / conquer Florida and add it to Britain's empire.
B) / create a haven for people imprisoned for debt.
C) / keep Georgia for Catholics.
D) / restrict the colony to British citizens.
E) / establish slavery.
17. / Virginia, Maryland, the Carolinas, and Georgia were similar in that they were all
A) / economically dependent on the export of a staple crop.
B) / proprietary colonies.
C) / founded after the restoration of Charles II to the throne.
D) / founded as refuges for persecuted religious sects in England.
E) / able to live in peace with the Native Americans.
18. / Colonists in both the North and the South established differences in all of the following areas except
A) / patterns of settlement.
B) / economies.
C) / political systems.
D) / values.
E) / allegiance to England.
19. / Match each colony on the left with its associated item.
A. Plymouth / 1. General Court
B. Connecticut / 2. Mayflower Compact
C. Massachusetts Bay / 3. Fundamental Orders
4. patroonships
A) / A-3, B-2, C-4
B) / A-2, B-3, C-1
C) / A-4, B-1, C-2
D) / A-1, B-4, C-3
E) / A-3, B-2, C-1
20. / All of the following were true of the Pilgrims except they