APUSH SUMMER ASSIGNMENT
DIRECTIONS 2014
Congratulations on your decision to challenge yourself with the AP experience in
United States History! Advanced Placement United States History, or APUSH, will
provide you with the most challenging and rewarding academic experience you have
encountered in your educational career. APUSH is designed to provide you the
opportunity to experience college level work within the more structured and supported
environment of the high school setting. Please feel free to email me throughout the
summer if you have any questions about the assignment or the course at
adam.roberts@guhsdaz.org.
Checking Out Your Books
You will need to check out a copy of the textbook, American History a Survey
11th edition, from the bookstore by Wednesday, May 28th, 2014. You will also need to
check out a copy of our test preparation book titled, “Multiple Choice and Free
Response Questions with DBQ in Preparation for the AP United States History
Examination 5th Edition, from the bookstore. I will refer to this book as the “Prep
Book” in my directions. I also highly recommend that you purchase the AP U.S. History
Crash Course book by Larry Krieger, published by REA. It is available at bookstores and
online and costs $11.95. You should be able to find them at a discount since the test is
changing formats.
Overview
You will be completing the homework for APUSH UNIT ONE during the
summer. You will need to read the first three chapters of the textbook and the first two
units of the Prep Book and complete several tasks using the information you gather. The
Prep Book has a lot of good supplemental information and practice quizzes which will
help you to understand the textbook and prepare for exams. I have included a key for the
Prep Book quizzes in this packet. The key terms for the each era are bolded throughout
each unit of the Prep Book. After completing the reading, annotations, reading questions,
essay questions and reviewing the key terms for the unit, you should take the quiz at the
end of the unit and check your answers. This will give you a good evaluation of your
preparation and study habits.
I hope that this assignment will allow you the opportunity to get a head start on
the work we will be doing throughout the year. That way, we will have more time in class
for activities designed to prepare you for the rigors of the AP exam.
Reading the First Three Chapters
Understand that the text we use is a college level text. You cannot read this book
the same way that you read a novel. Many of the concepts are complex and you will be
expected to retain both knowledge of the concepts and the supporting details which
explain the concepts. Your exams will be cumulative, meaning that each test throughout
the year will cover all of the material from the beginning of the year. This means that you
will have to review your notes on a regular basis.
You will be completing study guides with the information from your annotations
so reviewing the reading and essay questions udy guides prior to reading and annotating
will allow you to focus on what to write down in your notes. Also, please review the key
terms from the Prep Book prior to reading.
You are now ready to read the textbook. Read the chapter introduction and scan
the timeline at the beginning of the chapter. Then review the blue and reddish brown
headings for each section of the chapter. Finally, read the chapter conclusion at the end.
By following this pre-reading procedure, you are preparing your mind to accept the
information in an organized fashion.
You are then expected to annotate as you read the text. Please do not write in your
text. Instead, you may use post it notes and a 70-100 page spiral notebook or a loose leaf
binder. You can take the notes on the post it notes and leave them in your text as you read
or you choose to take the notes directly in the spiral notebook or binder.
When you take your notes directly in the notebooks or when you are organizing
your post it notes in the notebook you should use the headings in each section of the book
to title each section and sub-section of notes in the spiral notebook. Start by writing a
brief summary covering the chapter introduction below your chapter title. Then follow
the outlining process by assigning each blue heading from the textbook a Roman numeral
and each brown heading from the textbook a letter. Write these heading in your notebook
and then place your post it notes under the appropriate heading or take your notes directly
below the headings. Be sure to leave space to make additional notes as you place the post
it notes in your notebook or write your notes directly in you notebook. This will also
make it easier for you to read your notes later on when you review. Basically, divide each
notebook paper in half. On the left-hand side will be the notes you take on the post it
notes or directly into the notebook, on the right-hand side will be the room you leave to
write your additional notes, etc. which are explained below.
As you organize your notebook, make additional notes which predict outcomes,
connect ideas, summarize main ideas, ask and answer questions you think of and clarify
key terms. You may end up with some questions you cannot answer which you will bring
to class to be answered in group discussion. You should leave space in your notebook to
write the answers to these questions.
Finally, you should write a brief summary of a few sentences following each
brown section. Don’t get bogged down with the details, stick with the main ideas
presented in the section. This process outlined above is how you will study and prepare
for your exams for this class and in college. Simply reading the material is not enough to
allow you to recall the amount of information you to need to remember for the test, nor
does it prepare you for the high level of complexity you will encounter in the essay
questions. I will be checking these annotations the second day of school.
This page gives you a visual example of what your notebooks should look like
when completed:
NAME AND NUMBER OF CHAPTER
SUMMARRY:
I.
BLUE HEADING NAME AND NOTES
ADDITIONAL NOTES
POST IT NOTE WITH YOUR NOTES OR
WRITE NOTES IN NOTEBOOK
A. BROWN HEADING NAME AND NOTES
POST IT NOTE WITH YOUR NOTES OR
WRITE NOTES IN NOTEBOOK
WRITE SUMMARY OF NOTES HERE
B. BROWN HEADING NAME AND NOTES
POST IT NOTE WITH YOUR NOTES OR
WRITE NOTES IN NOTEBOOK
WRITE SUMMARY OF NOTES HERE
II.
BLUE HEADING NAME AND NOTES
POST IT NOTE WITH YOUR NOTES OR
WRITE NOTES IN NOTEBOOK
ADDITIONAL NOTES
Completing the Reading Questions
I suggest previewing these questions before completing your reading to help focus your note
taking skills. I have attached the reading guides which contain the questions with graphs and
spaces to answer each question for the first three chapters to this assignment. After you
finish reviewing your notes, you are ready to answer the reading questions. Some questions are
more easily answered using a chart, timeline, or bullets, while most of the questions can be
answered with a 5-7 sentence paragraph. If you struggle with a particular reading question, I
suggest posting a question on the discussion area so that I or your fellow students can help you
with the question. You will find that you will actually understand the questions and material if
you take the time to explain your answers to your peers. This is why we will spend substantial
time in and out of class discussing the answers to these questions in small groups. These “study
groups” will be the key to your success and learning in this class and in your college career. You
may work with other students to complete these reading questions but each student must write the
answers on their own study guides. I will be checking the reading questions the third day of
school.
Answering the Essay Questions
After you finish reviewing your notes and completing the reading questions, you are ready to
complete the essay questions. These questions have been asked on previous AP exams. For each
question, you will construct a thesis with directly answers all parts of the prompt. Then you will
fill out the chart with your supporting evidence. You should use your annotations and reading
questions in addition to the Prep Book to complete the essay questions. If you struggle with a
particular question, you may email me or ask another student from the class. You may work with
other students to complete these questions but each student must write the answers on their own
study guides. I will be checking the essay questions the fifth day of school.
As I stated above, this summer assignment will give you a head start on your work for this next
year. Please email me with any questions at adam.roberts@guhsdaz.org. It is impossible to
do this assignment well in a short amount of time. Please start early and plan ahead. Good luck
and see you next school year!
Sincerely,
Mr. Roberts
APUSH UNIT ONE STUDY GUIDE
Reading: Textbook Chapters 1-3 pgs. 1-97; Prep Book Units I-II; Crash Course
Book pgs. 9-10, 21-28, 143-145, 163-164, 171-173, 191, 197-198
Topics:
PERIOD 1: 1491–1607
On a North American continent controlled by American Indians, contact among the
peoples of Europe, the Americas, and West Africa created a new world.
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.
A. The spread of maize cultivation from present-day Mexico northward into the
American Southwest and beyond supported economic development and social
diversification among societies in these areas; a mix of foraging and hunting
did the same for societies in the Northwest and areas of California. Key
terms: Pueblo, Chinook.
B. Societies responded to the lack of natural resources in the Great Basin and the
western Great Plains by developing largely mobile lifestyles.
C. In the Northeast and along the Atlantic Seaboard, some societies developed a
mixed agricultural and hunter–gatherer economy that favored the development
of permanent villages. Key terms: Iroquois, Algonquian.
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.
A. 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. Key terms: smallpox, Mestizo, Zambo.
B. Spanish and Portuguese traders reached West Africa and partnered with some
African groups to exploit local resources and recruit slave labor for the
Americas.
C. The introduction of new crops and livestock by the Spanish had far-reaching
effects on native settlement patterns as well as on economic, social, and
political development in the Western Hemisphere. Key terms: horses, cows.
D. In the economies of the Spanish colonies, Indian labor, used in the
encomienda system to support plantation-based agriculture and extract
precious metals and other resources, was gradually replaced by African
slavery. Key terms: sugar, silver.
II.
European expansion into the Western Hemisphere caused intense
social/religious, political, and economic competition in Europe and the
promotion of empire building.
A. European exploration and conquest were fueled by a desire for new sources of
wealth, increased power and status, and converts to Christianity.
B. New crops from the Americas stimulated European population growth, while
new sources of mineral wealth facilitated the European shift from feudalism to
capitalism. Key terms: corn, potatoes.
C. Improvements in technology and more organized methods for conducting
international trade helped drive changes to economies in Europe and the
Americas. Key terms: sextant, joint-stock companies
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.
A. 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. Key terms: Juan de Sepúlveda, Bartolomé
de Las Casas.
B. Many Europeans developed a belief in white superiority to justify their
subjugation of Africans and American Indians, using several different
rationales.
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.
A. 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. Key terms: Spanish mission system, Pueblo, Juan de Oñate
B. In spite of slavery, Africans’ cultural and linguistic adaptations to the Western
Hemisphere resulted in varying degrees of cultural preservation and autonomy.
Key terms: maroon communities in Brazil and the Caribbean, mixing of
Christianity and traditional African religions.
PERIOD 2: 1607–1754
Europeans and American Indians maneuvered and fought for dominance, control, and
security in North America, and distinctive colonial and native societies emerged.
Key Concept 2.1:
Differences in imperial goals, cultures, and the North American environments that
different empires confronted led Europeans to develop diverse patterns of colonization.
I.
Seventeenth-century Spanish, French, Dutch, and British colonizers embraced
different social and economic goals, cultural assumptions, and folkways,
resulting in varied models of colonization.
A. Spain sought to establish tight control over the process of colonization in the
Western Hemisphere and to convert and/or exploit the native population.
B. French and Dutch colonial efforts involved relatively few Europeans and used
trade alliances and intermarriage with American Indians to acquire furs and other
products for export to Europe.
C. Unlike their European competitors, the English eventually sought to establish
colonies based on agriculture, sending relatively large numbers of men and
women to acquire land and populate their settlements, while having relatively
hostile relationships with American Indians.
II.
The British–American system of slavery developed out of the economic,
demographic, and geographic characteristics of the British-controlled regions
of the New World.
A. Unlike Spanish, French, and Dutch colonies, which accepted intermarriage
and cross-racial sexual unions with native peoples (and, in Spain’s case, with
enslaved Africans), English colonies attracted both males and females who
rarely intermarried with either native peoples or Africans, leading to the
development of a rigid racial hierarchy.
B. The abundance of land, a shortage of indentured servants, the lack of an
effective means to enslave native peoples, and the growing European demand
for colonial goods led to the emergence of the Atlantic slave trade.
C. Reinforced by a strong belief in British racial and cultural superiority, the
British system enslaved black people in perpetuity, altered African gender and
kinship relationships in the colonies, and was one factor that led the British
colonists into violent confrontations with native peoples.
D. Africans developed both overt and covert means to resist the dehumanizing
aspects of slavery. Key terms: rebellion, sabotage, escape
III.
Along with other factors, environmental and geographical variations,
including climate and natural resources, contributed to regional differences in
what would become the British colonies.
A. The New England colonies, founded primarily by Puritans seeking to establish a
community of like-minded religious believers, developed a close-knit,
homogeneous society and — aided by favorable environmental conditions — a
thriving mixed economy of agriculture and commerce.
B. The demographically, religiously, and ethnically diverse middle colonies
supported a flourishing export economy based on cereal crops, while the
Chesapeake colonies and North Carolina relied on the cultivation of tobacco, a
labor-intensive product based on white indentured servants and African chattel.
C. The colonies along the southernmost Atlantic coast and the British islands in the
West Indies took advantage of long growing seasons by using slave labor to
develop economies based on staple crops; in some cases, enslaved Africans
constituted the majority of the population. Key terms: the Carolinas (rice),
Barbados (sugar).
Key Concept 2.2:
European colonization efforts in North America stimulated intercultural contact and
intensified conflict between the various groups of colonizers and native peoples.
I.
Competition over resources between European rivals led to conflict within
and between North American colonial possessions and American Indians.
A. Conflicts in Europe spread to North America, as French, Dutch, British, and
Spanish colonies allied, traded with, and armed American Indian groups,
leading to continuing political instability. Key terms: Beaver Wars,
Chickasaw Wars
B. As European nations competed in North America, their colonies focused on
gaining new sources of labor and on producing and acquiring commodities
that were valued in Europe. Key terms: furs, tobacco
C. The goals and interests of European leaders at times diverged from those of
colonial citizens, leading to growing mistrust on both sides of the Atlantic, as
settlers, especially in the English colonies, expressed dissatisfaction over
territorial settlements, frontier defense, and other issues. Key terms: Wool
Act, Molasses Act, widespread smuggling in Spanish and English colonies.
II.
Clashes between European and American Indian social and economic
values caused changes in both cultures.
A. Continuing contact with Europeans increased the flow of trade goods and diseases
into and out of native communities, stimulating cultural and demographic
changes. Key terms: Catawba nation, population collapse and dispersal of Huron
Confederacy, religious conversion among Wampanoag in New England leading to
the outbreak of King Philip’s War.
B. Spanish colonizing efforts in North America, particularly after the Pueblo Revolt,
saw an accommodation with some aspects of American Indian culture; by
contrast, conflict with American Indians tended to reinforce English colonists’
worldviews on land and gender roles. Key terms: praying towns, clothing.
C. By supplying American Indian allies with deadlier weapons and alcohol and by
rewarding Indian military actions, Europeans helped increase the intensity and
destructiveness of American Indian warfare.
Key Concept 2.3:
The increasing political, economic, and cultural exchanges within the “Atlantic World”
had a profound impact on the development of colonial societies in North America.
I.
“Atlantic World” commercial, religious, philosophical, and political
interactions among Europeans, Africans, and American native peoples
stimulated economic growth, expanded social networks, and reshaped labor
systems.
A. The growth of an Atlantic economy throughout the 18th century created a shared
labor market and a wide exchange of New World and European goods, as seen in
the African slave trade and the shipment of products from the Americas.
B. Several factors promoted Anglicization in the British colonies: the growth of
autonomous political communities based on English models, the development of
commercial ties and legal structures, the emergence of a trans-Atlantic print
culture, Protestant evangelism, religious toleration, and the spread of European
Enlightenment ideas. Key terms: Maryland Toleration Act of 1649, founding of
Pennsylvania, John Locke
C. The presence of slavery and the impact of colonial wars stimulated the growth of
ideas on race in this Atlantic system, leading to the emergence of racial
stereotyping and the development of strict racial categories among British
colonists, which contrasted with Spanish and French acceptance of racial
gradations. Key terms: Caste system, mulatto, Métis.
II.
Britain’s desire to maintain a viable North American empire in the face of
growing internal challenges and external competition inspired efforts to
strengthen its imperial control, stimulating increasing resistance from
colonists who had grown accustomed to a large measure of autonomy.
A. As regional distinctiveness among the British colonies diminished over time, they
developed largely similar patterns of culture, laws, institutions, and governance
within the context of the British imperial system.
B. Late 17th-century efforts to integrate Britain’s colonies into a coherent,
hierarchical imperial structure and pursue mercantilist economic aims met with
scant success due largely to varied forms of colonial resistance and conflicts with
American Indian groups, and were followed by nearly a half-century of the
British government’s relative indifference to colonial governance. Key terms:
dominion of New England, Navigation Acts.
Reading Questions:
Use your annotations to answer the following questions.
Pre-Columbian Societies: Chapter 1 pages 2-9
1. Compare and contrast the civilizations of the North with the Civilizations of
the South.
Civilizations of the North
Civilizations of the South
2. Why do historians disagree about whether or not the study of history is an
exact science? ________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
What is historical interpretation? ___________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Why is it important to treat history as an inexact science?_______________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Chapter 1 pages 9-23
1. What motivated Europe to look westward?
2. Why were Columbus’ voyages significant? _____________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Describe the explorations and settlements of the Spanish. How did they treat
the Natives? What did they learn from the Natives? What effect did they
have on the Americas?
Explorations
Settlements
Treatment of Native Americans
Learned from Native Americans
Impact on America
4. Explain the origins of the African slave trade and the growth of the trade.
Origins
Growth
Chapter 1 pages 23-30
1. What motivated the English and the French to get involved in exploration?
English
French
2. Describe the explorations and settlements of the English. How did they treat
the Natives? What did they learn from the Natives? What effect did they
have on the Americas?
Explorations
Settlements
Treatment of Native Americans
Impact on America
Learned from Native Americans
3. Describe the explorations and settlements of the French. How did they treat
the Natives? What did they learn from the Natives? What effect did they
have on the Americas?
Explorations
Settlements
Treatment of Native Americans
Learned from Native Americans
Impact on America
4. Describe the explorations and settlements of the Dutch. How did they treat
the Natives? What did they learn from the Natives? What effect did they
have on the Americas?
Explorations
Settlements
Treatment of Native Americans
Impact on America
Learned from Native Americans
Transatlantic Encounters and Colonial Beginnings: Chapter Two pages 32-40
1. Describe the difficulties faced by the settlers of Jamestown?
2. What ultimately saved the settlements of the Chesapeake? ________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Where did they learn these agricultural techniques? ___________________________
________________________________________________________________________
________________________________________________________________________
3. How did the settlement deal with the shortage of labor? __________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. How did the colony of Maryland differ from the original Chesapeake
Colony?
Maryland
Chesapeake
5. Why was Bacon’s Rebellion significant? _______________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
Chapter 2 pages 40-49
1. How did the settlement of the Plymouth Colony differ from the settlement of
the Chesapeake? How were they similar?
Plymouth
Chesapeake
2. What motivated the creation of the Massachusetts Bay Colony? ___________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. How was it different from the colonies of the Chesapeake?
Massachusetts Bay
Chesapeake Bay
4. Describe the colonies and movements which splintered from the
Massachusetts Bay Colony.
Connecticut Valley
New Haven
Rhode Island
Anne Hutchinson
New Hampshire
Maine
5. What difficulties did the colonists have with the Natives? How did the natives
assist them?
Difficulties
Assistance
Chapter 2 pages 49-63
1. Describe the motivations behind the creation of each of the Restoration
Colonies. Compare and contrast these colonies with each other and the
colonies which were settled earlier. You may want to construct a chart.
English Civil War
New York
Carolinas
New Jersey
Pennsylvania
Delaware
2. Describe the settlements in the Caribbean. Why were they so unstable? How
did they impact the settlement of the Americas?
Caribbean Settlement
Instability Causes
Impact on America
3. What lead to the founding of the colony of Georgia?
4. What lead to the conflict between the British and Natives?
5. Describe the evolution of the British Empire. How did the settlers respond to
this reorganization? How did the King respond to the settlers?
Evolution of Empire
Settlers Respond
King Responds
Colonial North America: Chapter 3 pages 64-77
1. Describe Indentured Servitude. ______________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Why was there a disparity in the birth and death rates of the different
colonies?
North
South
3. Describe the medical practices in the colonies. __________________________
________________________________________________________________________
________________________________________________________________________
4. Compare and contrast the family structures of the different colonies.
North
South
5. What lead to the expansion of slavery in the colonies? ___________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Describe the treatment of the slaves. ________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6. How did historians disagree about the creation of the system of slavery in the
Americas?
Handlin
Degler
Jordan
Fredrickson
Wood
Morgan
Davis
Blackburn
7. Describe the immigration patterns of the non-English colonists. What impact
did this have on the English Colonies?
Huguenots
Pennsylvania Dutch
Scotch-Irish
Impact
Chapter 3 pages 77-89
1. Compare and contrast the development of the Northern and Southern
Colonies. Why did they differ? What problems did they share? What impact
did economic growth have on Society?
Northern Economic Development
Southern Economic Development
Why Different?
Why Different?
Shared Economic Problems
Shared Economic Problems
Impact Economic Growth on Society
Impact Economic Growth on Society
2. Compare and contrast the social structures and problems of the Southern
and Northern Colonies.
North Social Structure
Southern Social Structure
Problems
Problems
3. Describe the development of the early Colonial cities. ____________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Chapter 3 pages 89-97
1. Describe the impact of the Great Awakening and the Enlightenment on
Colonial society.
Great Awakening
Enlightenment
2. Describe the educational system of the early colonies. What did they study?
Why did public education grow more rapidly in the Northern colonies than
the Southern?
Description
What did they study?
Northern Colonies
Southern Colonies
Essays:
Use your annotations, the Prep Book and the Crash Course book to fill out the
information in the chart for each of the following essay questions. You do not need to
write in complete sentences and you may abbreviate to save room. Information in the
chart should be rich in detail. Use as many specific names of people, places, things,
events, documents, laws, conflicts, etc. as you can think of to answer each part of the
question.
1. In what ways was the early history of the Americas a Red, White, and Black
collision? Consider the political (P), social (S), cultural (C) and economic (E)
implications. Mark items listed in the chart with the appropriate category
letter.
Thesis:
RED
BLACK
WHITE
Define:
Define:
Define:
Explain before collision:
Explain before collision:
Explain before collision:
Explain the collision:
Explain the collision:
Explain the collision:
What was destroyed?
What was destroyed?
What was destroyed?
What stayed the same?
What stayed the same?
What stayed the same?
What was mixed together?
What was mixed together?
What was mixed together?
2. Evaluate the influence of religion on the development of colonial society in
the following regions: The Spanish Southwest, New England, New France.
Thesis:
Impact of
Religion:
Political
Social
Economic
Cultural
Spanish Southwest
New England
New France
3. “Geography was the primary factor in shaping the development of the British
Colonies in North America.” Assess the validity of this statement for the
1600’s.
Thesis:
Impact of
Geography:
Political
Social
Economic
Cultural
New England
Mid-Atlantic
Chesapeake and
South
4. Compare and contrast the British, French, and Spanish imperial goals in North
America between 1580 and 1763.
Thesis:
Imperial
Goals
Political
Social
Economic
Cultural
British
French
Spanish
5. Analyze the differences between the Spanish settlements in the Southwest and
the English colonies in New England in the seventeenth century in terms of
the following: Politics, Religion, Economic Development.
Thesis:
Reasons for
Differences
Politics
Religion
Economic
Development
Spanish Settlements Southwest
English Colonies New England
6. Analyze how the actions taken by BOTH American Indians and European
colonists shaped those relationships in the following regions. Confine your
answer to the 1600’s: New England, Chesapeake, Spanish Southwest, New
York and New France.
Thesis:
American Indians’
Actions
New
England
Chesapeake
Spanish
Southwest
New York
and New
France
European Colonists’
Actions
Resulting
Relationship
7. Compare and contrast the experience of slaves on tobacco plantations in the
early seventeenth-century Chesapeake region with that of slaves on
nineteenth-century cotton plantations in the Deep South. What forces
transformed the institution of slavery from the early seventeenth century to the
nineteenth century?
Thesis:
Experiences Slaves of
1600’s
Forces of Change
Experiences of Slaves of
1800’s
8. How did economic, geographic and social factors encourage the growth of
slavery as an important part of the southern colonies between 1607 and 1775?
Thesis:
Economic Factors
Geographic Factors
Social Factors
9. Analyze the origins and development of slavery in Britain’s North American
colonies in the period 1607 to 1776.
Thesis:
Origins of Slavery
Development of Slavery
10. In what ways did ideas and values held by Puritans influence the political,
economic, and social development of the New England colonies from 1630
through the 1660s?
Thesis:
New England
Colonies
Puritan Ideas
Puritan Values
Political
Developments
Economic
Developments
Social
Developments
11. Compare the ways in which religion shaped the development of colonial
society (to 1740) in the following regions: New England, Chesapeake, and
Middle Atlantic.
Thesis:
Impact of
Religion:
Political
Social
Economic
Cultural
New England
Chesapeake
Middle Atlantic
12. Although New England and the Chesapeake region were both largely settled
by people of English origin, by 1700 the regions had evolved into two distinct
societies. Why did this difference in development occur?
Thesis:
Types of
People Settling
New England
Chesapeake
Political
Economic
Social
Cultural
13. Compare and contrast the ways in which economic development affected
politics in Massachusetts and Virginia in the period from 1607 to 1750.
Thesis:
Economic Development
Massachusetts
Massachusetts
Politics
Virginia
Virginia
14. Analyze the role of trans-Atlantic trade and Great Britain’s mercantilist
policies in the economic development of the British North American colonies
in the period from 1650 to 1750.
Thesis:
Economic
Factors
TransAtlantic
Trade
Great
Britain’s
Mercantilist
Policies
New England
Chesapeake
Middle Atlantic
15. Compare the ways in which the following reflected tensions in colonial
society: Bacon’s Rebellion 1676, Pueblo Revolt 1680, Salem Witchcraft
Trials 1692, and the Stono Rebellion 1739.
Thesis:
Tensions
Political
Social
Economic
Cultural
Bacon’s
Rebellion 1676
Pueblo Revolt
1680
Salem
Witchcraft
Trials 1692
Stono
Rebellion
1739
16. Analyze the cultural and economic responses of the following groups to the
Indians of North America before 1750: British, French, and Spanish.
Thesis:
Responses to
Indians
Cultural
Responses
Economic
Responses
British
French
Spanish