the summer assignment is due by july 30 , 2021
TRANSCRIPT
AP US History
Summer Course Assignment
The Summer Assignment is due by July 30th, 2021
Teacher: Mr. Moudry
Email: [email protected]
Textbook: Out of Many: A History of the American People Sixth Edition
ISBN -13: 978-0-13-137119-4
Course Details
The AP U.S. History course focuses on the development of disciplinary practices and reasoning
skills and an understanding of content organized around seven themes:
• American and National Identity
• Politics and Power
• Work, Exchange, and Technology
• Culture and Society
• Migration and Settlement
• Geography and the Environment
• America in the World
The course is divided into nine chronological periods (some units overlap chronologically due to
the different concepts covered in each unit):
• 1491-1607
• 1607-1754
• 1754-1800
• 1800-1848
• 1844-1877
• 1865-1898
• 1890-1945
• 1945-1980
• 1980-present
Directions: You need to read Chapters 2, 3, 4, 5, 6, 7, and 8. An outline has
been provided for each chapter. You need to define the key terms, answer the
focus questions, read and analyze the primary sources, answer the primary
source questions, and the final DBQ question. Again, the complete summer
assignment is due by July 30th, 2021.
Do not use Wikipedia to define the terms, or to answer any questions. Your
textbook is the best resource. All questions you answer require more than one
sentence to answer (Suggested five sentences for each response, except for the
DBQ). At the end of this course you are required to take the college board
exam. You will answer multiple essay questions for the college board exam
including SAQs (Short Answer Questions), LEQs (Long Essay Questions), and
DBQs (Document Based Questions).
As you answer each question, be thinking how you can turn your response
into an argument. If you are just listing facts, you are not fully answering the
questions (although a few questions are just listing). You need to analyze each
question, which is not just listing facts. Try to build an argument from the
material.
Chapter 2: When World’s Collide
Chapter Outline
• The Expansion of Europe
• The Spanish in the Americas
• Northern Explorations and Encounters
Chapter 2 Key Terms
Directions: Use the textbook to define each key term.
Feudalism-
Renaissance-
Reconquista-
Treaty of Tordesillas-
Protestant Reformation-
Predestination-
Protestants-
Chapter 2 Focus Questions
Directions: Use the textbook to answer each focus question.
How did social change in Europe contribute to European expansion overseas?
What factors contributed to the defeat of the Aztecs and Incas by European forces?
What differences were there among Spanish, English, and French patterns of colonization?
Chapter 2 Primary Source Analysis
Directions: Examine the image titled The Cruelties Used by the Spaniards on the Indians, from
a 1599 English edition of The Destruction of the Indies by Bartolome de Las Casas. Answer the
question below the image.
Who was Bartolome de Las Cases? Why did he write about the treatment of the Indians at the
hands of the Spaniards? Was his analysis correct? Explain your answer. What was the primary
cause of the drastic reduction in native populations?
Chapter 3: Planting Colonies in North America
Chapter Outline
• Spain and its Competitors in North America
• England in the Chesapeake
• The New England Colonies
• The Proprietary Colonies
Chapter 3 Key Terms
Directions: Use the textbook to define each key term.
Coureurs de bois-
Beaver Wars-
Virginia Company-
House of Burgesses-
Indentured servants-
Puritans-
Pilgrims-
Separatists-
Mayflower Compact-
Massachusetts Bay Company-
Great Migration-
Proprietary colony-
Quakers-
Frame of Government-
Pequot War-
King Philip’s War-
Covenant Chain-
Bacon’s Rebellion-
Culpeper’s Rebellion-
King William’s War-
Chapter 3 Focus Questions
Directions: Use the textbook to answer each focus question.
How did conditions in New Spain and New France differ from Virginia and New England?
How did tobacco change the nature of English colonization in Virginia?
What were the social and political values of Puritanism and how did religious dissent shape the
history of the New England colonies?
How many European nations had established colonies on the Atlantic coast by the middle of the
seventeenth century?
What role did the crown play in the founding of English colonies after 1660?
Examine the processes underlying the founding of the Restoration Colonies. How has the
political landscape changed since 1639?
What led to violent conflict between Indians and colonists?
Chapter 3 Primary Source Analysis
Directions: Examine the image below of the earliest known view of New Amsterdam, published
in 1651. Fort New Amsterdam, New York, 1651. Engraving. Collection of The New York
Historical Society. Answer the question below the image.
Explain why King Charles II coveted the lucrative Dutch colony of New Netherland? Why was
New Netherland renamed to New York?
Chapter 4: Slavery and Empire
Chapter Outline
• The Beginnings of African Slavery
• The African Slave Trade
• The Development of North American Slave Societies
• African to African American
• Slavery and Empire
• Slavery and Freedom
Chapter 4 Key Terms
Directions: Use the textbook to define each key term.
Seven Year’s War-
Middle Passage-
Slave Codes-
Great Awakening-
Mercantilism-
Queen Anne’s War-
King George’s War-
Enumerated goods-
Chapter 4 Focus Questions
How did the modern system of slavery develop?
What is the history of the slave trade and the Middle Passage?
How and why were the people of Africa enslaved and brought to America?
How did slavery in the North differ from slavery in the South?
How did African slaves attempt to preserve African culture in America?
How did slavery fuel the economic development of Europe in the seventeenth and eighteenth
centuries?
How did slavery shape southern colonial society?
Chapter 4 Primary Source Analysis
After reading both excerpts, answer the questions that follow. Excerpt from Olaudah Equiano, a
captured African from the region of Nigeria, describes the Middle Passage:
The closeness of the place, and the heat of the climate, added to the number in the ship,
which was so crowded that each had scarcely room to turn himself, almost suffocated us. This
pronounced copious perspirations, so that the air soon became unfit for respiration, from a
variety of loathsome smells, and brought on a sickness among the slaves, of which many died-
thus falling victims to the improvident avarice, as I may call it, for their purchasers.
Excerpt from Alexander Falconbridge, a surgeon on several slave ships, provides a description of
the Middle Passage.
The hardships and inconveniences suffered by the Negroes during the passage are
scarcely to be enumerated or conceived. They are far more violently affected by the
seasickness than the Europeans. It frequently terminates in death, especially among the
women. But the exclusion of the fresh air is among the most intolerable.
Are the perspectives from a captured slave and a surgeon on a slave ship similar or different?
Please explain. Why were slaves stowed so close together?
Chapter 5: The Cultures of Colonial North America
Chapter Outline
• North American Regions
• Diverging Social and Political Patterns
• The Cultural Transformation of British North America
Chapter 5 Key Terms
Directions: Use the textbook to define each key term.
Toleration Act-
Engages-
Encomienda-
Enlightenment-
Almanac-
Half-Way Covenant-
Congregationalists-
Calvinist theology of predestination-
Great Awakening-
New Lights-
Old Lights-
Chapter 5 Focus Questions
How did Indian Americas adapt to the new conditions created by colonization?
How did the movement into the backcountry affect the relations among colonists, Indians, and
English authorities?
How did the structure of colonial society differ from European social structure?
What were the effects of the Great Awakening on the subsequent history of the British colonies?
Chapter 5 Primary Source Analysis
In this excerpt, Benjamin Franklin notes the distribution of age, marriage, and births between the
Americans and the British.
Marriages in America are more general, and more generally early, than in Europe. And
if it is reckoned there, that there is but one Marriage per Annum among 100 Persons, perhaps
we may here reckon two; and if in Europe they have but 4 Births to a Marriage…we may have
reckon 8, of which if one half grow up, and our Marriages are made, reckoning with another at
20 Years of Age, our People must at least be doubled every 20 years.
What factors would cause Benjamin Franklin to be concerned with the British Colonial
population? Explain.
Chapter 6: From Empire to Independence
Chapter Outline:
• The Seven Years’ War in America
• The Imperial Crisis in British North America
• Save Your Money and Save Your Country
• From Resistance to Rebellion
• Deciding for Independence
Key Terms:
Benjamin Franklin’s Plan of Union-
French and Indian War –
Treaty of Paris (1763)-
Royal Proclamation of 1763-
Whigs-
Republicanism-
Sugar Act-
Stamp Act-
Virtual Representation-
Actual Representation-
Nonimportation movement-
Declaratory Act-
Townshend Revenue Acts-
Sons of Liberty-
Boston Massacre-
Tea Act of 1773-
Boston Tea Party-
Coercive Acts-
Quartering Acts-
Quebec Act-
Committees of Correspondence-
First Continental Congress-
Committee of Safety-
Minutemen-
Declaration of Independence-
Focus Questions:
1. What were the most important weaknesses of the British Empire in North America at the
outset of the Seven Years’ War?
2. What factors led to the growth of American nationalism in the 1760s?
3. How did political and economic problems in Britain contribute to unrest in the colonies?
4. What steps did Britain take to punish Massachusetts for the colonists’ acts of resistance?
5. Who made up the Second Continental Congress and why was it formed?
6. How could this image, intended to ridicule and shame the American patriots, have been
embraced and celebrated by them?
Chapter 7: The American Revolution 1776- 1786
Chapter Outline
• The War for Independence
• The United States in Congress Assembled
• Revolutionary Politics in the States
Key Terms:
Valley Forge –
Patriots –
Continental Army-
Loyalists-
Tories-
United States Constitution-
Articles of Confederation-
Continental Congress-
Land Ordinance of 1785-
Northwest Ordinance of 1787-
Bill of Rights-
Bill for Establishing Religious Freedom-
Constitutional Convention-
Focus Questions:
1. What strategies and tactics did American forces employ in the war for independence?
2. What concerns were reflected in the terms of the Articles of Confederation?
3. How did political debate in America change in the years after 1774?
4. In what ways does Trumbull create a heroic painting by the arrangements of his subjects?
Chapter 8: The New Nation
Chapter Outline:
• The Crisis of the 1780s
• The New Constitution
• The First Administration
• Federalists and Jeffersonian Republicans
• The Rising Glory of America
Key Terms:
Shays’ Rebellion-
Nationalists-
Annapolis Convention-
Virginia Plan-
New Jersey Plan-
Great Compromise-
Federalists-
Anti-Federalists-
Judiciary Act of 1789-
Judicial Review-
Tariff of 1789-
Intercourse Act-
Treaty of Greenville-
Jay’s Treaty-
Federalism-
Republicans-
XYZ Affair-
Quasi-War (with France)-
Alien and Sedition Acts-
State’s rights-
Suffrage-
Focus Questions:
1. What were the tensions and conflicts between local and national authorities in the
decades after the American Revolution?
2. How did Americans differ in their views on the new Constitution, and how were those
differences reelected in the struggle to achieve ratification?
3. Why did some regions support the Constitution and others did not?
4. What were the essential structures of national government?
5. Why did tensions between Indians and settlers increase during this period?
6. How did American political parties first begin?
7. What were the first stirrings of an authentic American national culture?
8. While examining the Columbian Tragedy, why would Americans purchase this broadside
and display it in their homes?
DBQ Question: Why did political parties develop in the United States?
Document 1: Hamilton Criticizes His Opponents (1792)
It was not until the last session of Congress that I became totally convinced of the following
truth: that Mr. Madison and Mr. Jefferson are at the head of
a party that is hostile to me, and are acting on views that are, in my opinion, harmful to the
principles of good government and dangerous to the union,
peace and happiness of the country. In the question concerning the Bank of the United States,
Jefferson not only gave his opinion in writing that it was unconstitutional, but he did it in
a style and manner which was very insulting to me.
In respect to foreign politics, the views of these men are in my judgment equally dangerous.
They have a womanish attachment to France, and a womanish resentment towards Great Britain.
On the whole, the only enemy which the Republic has to fear is the effects of political parties. It
will prevent the government from achieving its goals and create disorder so that all regular and
orderly
people will wish for a change, and the ones that have created the disorder will take advantage of
this and seize power for themselves.
Document 2: Jefferson on Parties (1797)
You may have found on your return to America a higher style of political difference than when
you left here. I fear this is inseparable from the individual
differences of the human mind and that degree of freedom which allows for unlimited
expression. Political arguments are surely a lesser evil than the
tack of thought found under tyranny, but it is still a great evil. It would be as worthy the effort of
the patriot as the philosopher to avoid its influence, if
possible.
Document 3: Election Advertisement
Document 4: The Sedition Act (1798)
Be it enacted by the Senate and House of Representatives of the United States of America, in
Congress assembled that if any person shall write, print,
speak, or publish any false, injurious or harmful writings against the government of the United
States, or either House of Congress, or the President of the
United States, with intent to attack the good name of the government, Congress, the President, or
to bring them into disfavor or to bring about the
hatred of the good people of the United States or to stir up public disorder or rebellion within the
United States. . . then such a person when convicted
before any court of the United States shall be punished by a fine not more than two thousand
dollars, and imprisonment not more than two years.
Document 5: The Death of Alexander Hamilton (1804)
Document 6: A Letter to Massachusetts Voters (1808)
To all the voters of Massachusetts no matter of what political party they may be.
Here are short and plain reasons which all people are requested to weigh before they give their
votes next Monday for Governor and Senators:
We have two parties in the state. All free governments have had and will continue to have them.
Perhaps neither of them is perfectly right always, and
yet, it is likely that one is more right than the other. We shall not tell you which you are to favor;
but we shall honestly state the difference in the opinions of these parties, and you must decide for
yourselves. Remember; however; that your decision in this election decides your future fate.
First, there is a party to which Mr. Jefferson belongs, whose policies have had and appear still to
have a tendency to drive you into an unnecessary war
with Britain and bring you under the control of France. Second, there is a peace party among
whom are found Colonel Pickering,
Mr. Josiah Quincy, son of the old Patriot of 1775... as well as many other members of Congress
and thousands of the most wise and Patriotic citizens—
Mr. Gore, the candidate for governor is of this party. These men fear a war with Great Britain,
because it would be a disaster; and they oppose it, because it is unnecessary.
Document 7: Political Cartoon—The Gerrymander (1812)