APUSH Summer Assignment - Watertown High School

APUSH Summer Assignment

2016-2017 Ms Loughlin & Ms Bellemare

A. APUSH Course and Exam information …………………………………………………………………….…….. pages 23

B. Gilder Lehrman Homepage

i. Watch informational videos about course and types of questions …………….……... page 4 ii. Watch video for Period 1 and take notes………………………………………………..….…….. page 4

C. America Past and Present (textbook) read chapter 1 and take one page of notes ………. page 5

D. Annotation guide and examples…………………………………………………………………………………….pages 69

E. Amsco Review Book: read and annotate Chapter 1 ……………………………………………………. pages 1024

F. APUSH Review videos http://www.apushreview.com/

i. Watch and record notes for Key Concept 1.1…………………………………………………… page 25 ii. Watch and record notes for Key Concept 1.2…………………………………………………… page 26 iii. Watch and record notes for Key Concept 1.3…………………………………………………… page 27

G. Period 1 Essential Questions ……………………………………………………………….………..…………….pages

2834

● All work is to be handwritten unless you get approval from either Ms Loughlin or Ms Bellemare. ● All work is due on the first day of school. ● If you have questions you should email us at [email protected] and [email protected]

. Do not assume we received the email unless you get a response. ● We will be happy to meet with you individually or in a small group at the Watertown Library if you would like

us to review your work or provide feedback before it gets turned in. Please email to set up a time.

APUSH Summer Assignment 2016 page1

http://www.apushreview.com/

mailto:[email protected]

mailto:[email protected]

A. Detailed APUSH Course and exam information can be found at

https://apstudent.collegeboard.org/apcourse/apunitedstateshistory


https://apstudent.collegeboard.org/apcourse/ap-united-states-history

B. Gilder Lehrman homepage @ http://ap.gilderlehrman.org/ Watch and take notes on Period 1


http://ap.gilderlehrman.org/

C. America Past and Present – chapter 1: New World Encounters


D. Annotation Guide & example

BEFORE READING

● Examine the front and back covers (books)

● Read the title and any subtitles

● Examine the illustrations

● Examine the print (bold, italics, etc.)

● Examine the way the text is set up (book, short story, diary, dialogue, article, etc.)

*As you examine and read these, write questions, and make predictions and/or connections near these parts of the

text.

DURING READING

● Mark in the text:

o significant historical figures (who)

o note the historical time period/generalizations (when/setting)

o where is the event taking place? where does the action influence?(setting)

o vocabulary

o important information (significant details)

● Write in the margins:

o summarize

o make predictions, if applicable

o *formulate opinions – what’s YOUR perception

o make connections that allow a deeper understanding – “this is like…..”

o ask questions – about motivation, about significance, about ……

o analyze the author’s craft, especially for primary sources

o write reflections/reactions/comments

o look for patterns/repetitions

AFTER READING

● reread annotations *draw conclusions

● reread introduction and conclusion *try to figure out something new

● examine patterns/repetitions—determine possible meanings

● determine what the title might mean

● use the “After Reading” strategies to write a notebook entry!


EXAMPLE (1)


EXAMPLE (2)


EXAMPLE (3)


F. APUSH Review http://www.apushreview.com/newapcurriculum/period114911607/ Key Concept 1.1


http://www.apushreview.com/new-ap-curriculum/period-1-1491-1607/

Key Concept 1.1: Before the arrival of Europeans, native populations in North America developed a wide variety of social, political, and economic structures based in part on interactions with the environment and each other I. As settlers migrated and settled across the vast expanse of North America over time, they developed quite different and

increasingly complex societies by adapting to and transforming their diverse environments. (mandatory key terms: the Pueblo, the Chinook, the Iroquois, the Algonquin)

1. How did the spread of maize cultivation, from presentday Mexico northward into the American Southwest and beyond, support the economic development and social diversification among societies in these regions? How did a mix of foraging and hunting do the same (support the economic development and social diversification) for societies in the Northwest and areas of California?

2. How did the societies respond to the lack of natural resources in the Great Basin and the western Great Plains? Focus on the

development of mobile lifestyles.


3. Identify and describe the Northeast and Atlantic Seaboard societies that developed a mixed agricultural and hunter–gatherer economy. Why did these societies favor the development of permanent villages?

Key Concept 1.2: European overseas expansion resulted in the Columbian Exchange, a series of interactions and adaptations among

societies across the Atlantic. I. The arrival of Europeans in the Western Hemisphere in the 15th and 16th centuries triggered extensive demographic and

social changes on both sides of the Atlantic. (mandatory key terms: Smallpox, Mestizo, Zambo, horses, cows, silver, sugar)

4. Describe how the Spanish and Portuguese exploration and conquest of the Americas led to widespread deadly epidemics, the emergence of racially mixed populations, and a caste system defined by an intermixture among Spanish settlers, Africans, and Native Americans.


5. Describe the interaction of Spanish and Portuguese traders who reached West Africa. How did these Europeans partner with some African groups to exploit local resources and recruit slave labor for the Americas?

6. How did the introduction of new crops and livestock by the Spanish have farreaching effects on native settlement patterns as well

as on economic, social, and political development in the Western Hemisphere?


7. Discuss the transition of the Spanish colonial economies from Indian labor to African slavery. Focus your discussion on the encomienda system, used to support plantationbased agriculture and to extract precious metals/resources.

II. European expansion into the Western Hemisphere caused intense social/ religious, political, and economic competition in Europe and the promotion of empire building.

(mandatory key terms: corn, potatoes, sextant, jointstock companies, 8. Describe how the European exploration and conquest were fueled by a desire for new sources of wealth, increased power and

status, and converts to Christianity.


9. How did new crops from the Americas stimulate European population growth, while new sources of mineral wealth facilitated the European shift from feudalism to capitalism?

Key Concept 1.3: Contacts among American Indians, Africans, and Europeans challenged the worldviews of each group.

I. European overseas expansion and sustained contacts with Africans and American Indians dramatically altered European views of social, political, and economic relationships among and between white and nonwhite peoples.

(mandatory key terms: Juan de Sepúlveda, Bartolomé de Las Casas 10. With little experience dealing with people who were different from themselves, Spanish and Portuguese explorers poorly

understood the native peoples they encountered in the Americas, leading to debates over how American Indians should be treated and how “civilized” these groups were compared to European standards. Identify and describe these debates and their leaders.


11. Identify the many Europeans that developed a belief in white superiority to justify their subjugation of Africans and American Indians, also identify and describe their several different rationales for this subjugation.

II. Native peoples and Africans in the Americas strove to maintain their political and cultural autonomy in the face of European challenges to their independence and core beliefs.

(mandatory key terms: Spanish Mission System, Pueblo, Juan de Oñate, maroon communities in Brazil and the Caribbean, mixing of Christianity and traditional African religions)

12. European attempts to change American Indian beliefs and worldviews on basic social issues such as religion, gender roles and the

family, and the relationship of people with the natural environment led to American Indian resistance and conflict. Identify and

describe multiple examples of the attempted change, and the resulting resistance/conflict.


13. How, in spite of slavery, did Africans’ cultural and linguistic adaptations to the Western Hemisphere result in varying degrees of cultural preservation and autonomy?


APUSH Summer Assignment - Watertown High School

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