AP United States History 2016 Summer Assignment
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1 AP United States History 2016 Summer Assignment Terms to Know: Use the following format: A. DATE, B. WHO, WHAT, WHY OR HOW, C. IMPACT/SIGNIFICANCE FOR EXAMPLE: 1) Spanish Armada 1588 Spain s large Navy consisting of over 130 ships; sent by the king of Spain to sail/fight against the English; was surprisingly defeated by the English The defeat opened the way for English exploration and eventual dominance in North America APUSH Period One: Corn/maize Horses Disease/smallpox Encomienda System Land Bridge Theory Maya, Aztec, Inca Conquistadors Hernan Cortez Francisco Pizarro Roanoke Island Compass Printing Press Ferdinand and Isabella Protestant Reformation Christopher Columbus/Columbian Exchange Treaty of Tordesillas Slave Trade Bartolome de Las Casas APUSH Period Two: Church of England/Anglicans Lord Baltimore Maryland Act of Toleration Roger Williams/Rhode Island Anne Hutchinson Antinomianism John Calvin/Calvinism 1
2 halfway covenant founding of Harvard Great Awakening/J. Edwards Quakers William Penn/Holy Experiment rice plantations tobacco John Cabot Jamestown John Smith John Rolfe Pocahontas Puritans Separatists Pilgrims Mayflower/Mayflower Compact Plymouth Massachusetts Bay John Winthrop/ City Upon a Hill Great (Puritan) Migration Virginia Thomas Hooker The Carolinas New York New Jersey Pennsylvania Delaware Georgia James Oglethorpe Wampanoag Metacom King Phillip s War House of Burgesses William Berkley Bacons Rebellion Fundamental Orders of Connecticut New England Confederation Chesapeake Colonies Joint Stock Company Virginia Company Mercantilism Navigation Acts Salutary Neglect Dominion of New England 2
3 Glorious Revolution indentured servants headright system slavery Triangle Trade/Middle Passage 3
4 Advanced Placement United States History Summer Assignment 2016 All work MUST be hand written in black or blue ink (no pencils), or typed (at least 10% points off for writing in pencil) Follow the specific directions given for each question. If the directions tell you to make a chart, MAKE A CHART; if the directions tell you to describe, then be thorough and give several examples. No question can be adequately answered in a sentence or two! All work is due on the first day of school, this means, stapled and ready to hand in AS SOON AS YOU WALK IN THE CLASSROOM! No work will be accepted more than 24 hours late, and all late work will be subject to at least a 25% penalty. There will be a multiple-choice test over chapters 1-6 (from the American Pageant) and the Summer Assignment during the first few days of school Why were the Native Americans so diverse? Give several reasons. How and why were the Spanish and English different in this period? Create a Venn Diagram with sufficient information Explain how religion influenced colonization? What was the impact of Spanish colonization in the New World? Why was the defeat of the Spanish Armada important for English colonization of the New World? In chart form, list the original 13 colonies, who settled them and the main reason for their settlement. In chart form, compare the religion, local politics, geography and economics of the Southern, Middle and New England colonies. Compare the New England and Chesapeake regions in terms of type of inhabitants, education and economics. 4
5 What is meant by the Middle Passage? Describe conditions, etc. on the Middle Passage. Describe the most common triangle trade route between the New World and Africa. What was the First Great Awakening? Who were the leaders of this movement? What were the effects of this movement (list at least 4 effects)? Who was at the top and the bottom of the colonial social pyramid in 1775? Describe the difference between the Puritans and Pilgrims and their views of the Church of England. Name and describe one very democratic and one very undemocratic event that took place in 1619 in colonial Virginia. 5
6 Parent Information on A.P. United States History The Advanced Placement Program (AP) is a program between the College Board and High Schools providing the opportunity for high school students to earn college credit and learn college-level skills and knowledge. Credit can be earned by taking the national AP subject exam administered in May and scoring a 3 or higher on a 5-point scale. AP courses are offered in many subject areas. It is important for both student and parent to be aware of the transition required in beginning the Advanced Placement program. AP U.S. History attempts to develop higher-level critical-thinking skills by emphasizing analysis and evaluation, largely through the writing of formal essays. As a parent, you will need to take into account the following ways in which this course will differ from traditional honors courses. Opportunity for college credit while in high school Additional points (5 percentage points) added to AP course grade Strengthening of college-level skills such as analytical thinking, higher-level reading, note-taking and essay-writing Additional time necessary for class preparation so seriously consider extracurricular activities. Homework consists primarily of reading assignments necessary to master the factual information. In addition, individual tests will cover a greater body of information than the student s previous courses. Organization skills and self-discipline. AP U.S. History is run as a college-level course where students are expected to be more responsible and independent. There are generally fewer graded assignments each nine weeks, which increases the need for adequate preparation for each. Above average reading and writing skills. Students will be reading college-level academic material. Knowledge of writing mechanics and style will be expected. Minimum of a solid B average in previous Honors Social Studies and English courses. All students will be asked to purchase United States History, Amsco Publications. The book is an easier, more succinct description of the key events covered in the American Pageant text. We have found that the text escapes many students while the Amsco review manual is much clearer. The instructor will use both books in class. Students may buy used books from previous students in AP US History or for approximately $ AP U.S. History is designed to be taught at the college level and so it is difficult and demanding for many high school students. Please keep this in mind when you establish expectations for your child s performance. Continue to have high expectations while being supportive and understanding of the fact that students are being asked to learn new skills. Mrs. Holly W. Perry AP U.S. History Instructor Chapel Hill High School 6
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