APUSH Summer Work
New Beginnings
33,000 B.C.E. – 1769 C. E.
Please read the two packets assigned and complete the following items:
https://sites.google.com/site/wbapush/
1) Terms/names – create flashcards (please submit these on the first day in a Ziploc bag)
2) Focus questions – please answer the focus questions in complete sentences
3) Essay – Please hand write the essay.
***All three items will be collected on the first day of class
Themes:
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The first discoverers of America, the ancestors of the American Indians, were small bands of
hunters who crossed a temporary land bridge from Siberia and spread across both North and South
America. They evolved a great variety of cultures, which ranged from the sophisticated urban
civilizations in Mexico and Central and South America to the largely seminomadic societies of
North America.
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Europe’s growing demand for Eastern luxuries prompted exploration in the hopes of reducing the
expense of those goods with new trade routes. Exploration occurred incrementally, beginning
with the Portuguese moving around the coast of Africa and establishing trading posts. Awareness
of the New World and its wealth pushed exploration across the Atlantic. Spanish exploration
continued in the same fashion, first in the Caribbean islands then expanding into South and North
America.
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Portuguese and Spanish explorers encountered and then conquered much of the Americas and their
Indian inhabitants. This “collision of worlds” deeply affected all the Atlantic societies-Europe, the
Americas, and Africa-as the effects of disease, conquest, slavery, and intermarriage began to
create a truly “new world” in Latin America, including the borderlands of Florida, New Mexico,
and California, all of which later became part of the United States.
Focus Questions
1.
What was Native American society like before European contact? What similarities and difference
existed?
2.
What factors led to Europe’s increased exploration and to the discovery of the New World?
3.
What is the Columbian Exchange? What are some of the results of the Columbian Exchange?
4.
What was the role of conquistadores and encomienda in establishing a Spanish Empire in the New
World?
5.
What was the geographic extent of the Spanish Empire in the New World? What nations were
challenging Spain’s dominance in the New World and where?
Terms and Names:
Canadian Shield
Incas
Aztecs
nation-states
Cahokia
three-sister farming
Middlemen
Caravel
plantation
Columbian Exchange
Treaty of Tordesillas
conquistadores
Capitalism
encomienda
noche triste
Mestizos
Battle of Acoma
Pope’s Rebellion
Black Legend
Ferdinand of Aragon
Isabella of Castile
Christopher Columbus
Francisco Pizarro
Bartolome de Las Casas
Herman Cortes
Malinche (Dona Marina)
Moctezuma
Giovanni Caboto (John Cabot)
Robert de La Salle
Father Junipero Serra
Essay:
1. Early encounters between American Indians and European (Spanish/French/English) colonists led to a
variety of relationships among the different cultures.
Analyze how the actions taken by BOTH American Indians and European colonists shaped those
relationships in THREE of the following regions. Confine your answer to the 1600s.
New England
Chesapeake
Spanish Southwest
New York and New France.
Notecards
The purpose of notecards, or any other learning aid, is to gain a familiarity with the subject
and keep it fresh over a long period of time. History is a subject, not unlike foreign language,
which must be relearned and used in order to be understood. Do not try to memorize
everything; it will not be helpful on the AP Exam. Create connections with notecards.
Students who do well on notecards, keep up with them, take them seriously, and consistently
study with them do well on the AP Exam.
Steps
1. Use terms from the unit list. They can be any size, but should be uniform.
2. The front of the card should have the term/phrase, where to find it in the text,
and any additional connecting device, such as theme, habit, or thread.
3. The back of the card should have a complete thought that corresponds to the
concept or phrase on the front that
a) Defines
b) Lists significance
c) Analyzes. Look for general significance and historical significance.
4. While studying with your notecards, you should make three stacks:
a.
Cards that you immediately recognize and can immediately answer
b. Cards that you recognize eventually and can eventually answer
c.
Cards that you do not recognize
5. You should then reshuffle groups b and c, and start again. The idea is to get all
of the cards into group a. When that is completed, you should move on to
another set of cards.
6. You should never use the notecards for more than 15 minutes at a time. Take a
break and do something different for at least 30 minutes before you go back to
studying notecards. Eat, get a drink, go to the bathroom, do other homework,
watch TV, listen to the radio, or read. You will be more successful if you limit
your time with the cards.
Theme: Economics/trade
Samarkand
pg.
a. Capital of Tamerlane’s empire
b. Trading center for Central
Asia
c. Gave Tamerlane control over
large area without military
emphasis
BAGPIPE Chart As you read the chapters and create note cards, identify multiple examples of each course
theme if possible.
Belief Systems:
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Ideologies
Religion
Art/Literature, Artistic
expression
Cultural Values
Science/Philosophy
Ideals
Morality, moral values
Popular culture
America in the World
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Competition for resources,
dominance
Foreign Policy/Diplomacy
Expansionism/Imperialism
Increasing global
connections/global
trade/communications
Global conflicts: World Wars
Motivations as world actors
Military and Economic
involvement in the developing
world
Geography & Environment
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Climate
Geography
Environment, natural and manmade
Interaction with the
environment: how man shapes
and is shaped by his
environment
Natural resources
Exchanges: plants, disease,
animals, technologies
Peopling
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Movement to, from and within
the US
Nativism
Immigrant groups’ impact on
US Society
Demography
Impact of European exploration
on Indigenous populations
Debates over immigration
Identity
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Gender, gender roles
Class
Racial/Ethnic identities
National Identity
Regional identity
Nationalism/Patriotism
Group Identities
Assimilation
Politics and Power
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Constitution/interpretation
Role of the state in society
Political process
Role of the political party
systems
Government
Struggles over Federalism
Federal, state, and local
government interaction
Liberty
Rights
Democracy
Citizenship
Authority/power
Economy
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Agriculture
Commerce/Trade
Manufacturing
Labor systems
Jobs/ways of working
Labor & social class
Economic developments
Land distribution
Trade patterns/exchange
Innovation
Transportation
Technology
Globalization of economic
systems
Economic ideologies:
Capitalism, free markets,
communism, socialism
Industrialization
Regulation