APUSH 2015-2016
1. Be sure you have emailed your Last name, First Name and AP 15-16 to jbergman@augusta.k12.va.us
2. Log on to https://classroom.google.com
3. Click on the
+ sign and enter the code : wmov1g
4. View the Questions and Answers post under “Announcements”
a. If you have a question about Comps, reading vocab analysis, the Critical Analysis, etc. please
ask it here and wait for a response. I have never used this site but will try to check it regularly. If
you want to email me your question and I have already answered it on google classroom I will
direct you there to see all the OTHER questions and answers as well.
b. Please be responsible and skim over what you are required to do BEFORE JULY. You will not
be able to do your best work if you wait until August 9th.
Unit 1 COMPS 2015 Version
Directions: On the TOP LEFT inside cover of your composition book, label with your FIRST and LAST
NAMES/APUSH 2015-2016. I will be checking your homework daily.
R.V. = “Reading Vocabulary” Beginning on the right side, put “CH:1 Vocab” on the top line. DATE and
LABEL the reading vocabulary as they appear on the comps sheet. After the term, indicate the page (p.XX)
where you found the most relevant information about the term. **Some terms are simply words I think you
need to look up to understand. Any dictionary “app” should work fine.
Comps = Comprehensive Chapter Review Questions
Start on a fresh RIGHT page labeled “CH: 1 Comps.” Number them exactly as they are numbered on the comps sheet.
Begin each chapter review question with a solid topic sentence that fully answers the prompt. Under your topic
sentence, indent and bullet at least 3 items of solid, logical support from the textbook.
Make sure your handwriting is LEGIBLE. **Mark your academic, VACATION, sports, band
and social calendars when you get your comps. Late work is not expected from AP students.
The Summer Assignment is the Critical Analysis Worksheet and CH:1/2 Work only. CHS 3 & 4 will begin on
the first day of school, but you are welcome to read ahead into CH:3.
Date
Am Pag pages
X 5/21 to W 7/29 Read your NON-FICTION book, log reading times and comments, draft worksheet
X 7/30 CH:1 p. 2-11; rv.1-16
F 7/31 p. 11-18; rv.17-35
M 8/3 p. 18-25; rv. 36-46/ CH:1 COMPS/ CH:1 MC
T 8/4 CH:2 p. 27-33; rv.1-16
W 8/5 p. 33-40; rv.17-39
X 8/6 p. 40-44; rv. 40-55/ CH:2 COMPS/CH:2 MC
F 8/7 Finalize your Critical Analysis Worksheet over the weekend—it, along with your composition book
with CH:1 and CH:2 work, is due to the main office at FDHS by 5:00 PM on Monday, August 10th.
M 8/10 to 8/14: G-School Orientation/Sports/Band Camp etc…..think about APUSH
M 8/17 After the office opens from lunch (probably 1 PM) you will be able to pick up your composition books
to study for the CH:1/2 Quiz on the first day of school.
T 8/18 Enjoy your last night free of APUSH homework until Thanksgiving 
W 8/19 CH:3 p.46-51; rv. 1-12
X 8/20 p. 52-58; rv. 13-40
F 8/21 p. 58-64; rv. 41-49/ CH:3 COMPS/ CH:3 MC
M 8/24 CH:4 p. 68-74; rv. 1-7
T 8/25 p. 74-81; rv. 8-23
W 8/26 p. 82-86; rv. 24-31/ CH:4 COMPS/ CH:4 MC
X 8/27 REVIEW for Unit 1 TEST
Formal Assessment Dates:
8/19 CH:1 and 2 QUIZ, Quiz Vocab 1-20/ 2 SAQs based on CH: 1 & 2
8/27 CH:3 and 4 QUIZ, Quiz Vocab 21-40/2 SAQs based on CH: 3 & 4
8/28 UNIT 1 TEST: APUSH and VASOL portions/ FRQ or DBQ possible.
Chapter 1 Reading Vocabulary p. 1-24
1. Unfettered
2. Subjugate
3. Pious
4. Homogenous
5. Intransigence
6. Supercontinent
7. Great Ice Age
8. Canibali (pic)
9. Vanguard
10. Pueblo
11. Mound Builders
12. **note topics on map 1.2
13. Cahokia
14. Three-sister farming
15. Hiawatha
16. Iroquois Confederacy
17. Christian crusaders
18. Muslim middlemen
19. Marco Polo
20. Caravel
21. Slave brokers
22. Plantation system
23. Marriage of Ferdinand and Isabella of Spain
24. Interdependent global economic system
25. Columbian Exchange
26. “sugar revolution”
27. Syphilis
28. Treaty of Tordesillas
29. Conquistadors
30. Juan Ponce de Leon
31. Francisco Coronado
32. Francisco Pizarro
33. Capitalism
34. Encomienda system
35. Bartolome de la Casas
36. Hernan Cortes
37. Tenochtitlan
38. Quetzalcoatl
39. Effects of the Reconquista
40. Diverse motives of conquistadors
41. Mestizoes as cultural bridge
42. “malinchista”
43. Giaovanni Caboto
44. Verrazano & Cartier
45. Popes Rebellion
46. Black Legend
Chapter 1 Comps
1. How true is the following statement: "The Great Ice Age shaped more than the geological history of North
America. It also contributed to the origins of the continent's human history." Decide and discuss with evidence
from the textbook..
2. Did the Old World or the New World gain more from the Columbian Exchange? Explain.
3. Describe the impact of Europeans on Native American (Indian) cultures and the impact of native cultures on
Europeans. Then explain why it was, or was not, a good thing that European culture prevailed.
4. Are the conquistadores to be considered villains or heroes for their actions in the Americas?
Practice for the Quiz: Without using your notes, number and answer the end of Chapter Multiple Choice with a
CAPITAL LETTER.
Chapter 2 Reading Vocabulary p. 27-45
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
European primitive outposts
Protestant Reformation
Roanoke Island
Spanish Armada (see box)
Sir Walter Raleigh
Tudor Rulers table 2.1 **copy
Enclosure movement
Primogeniture
Joint-stock company
Charter (Va Company)
Jamestown
Powhatan
Pocahontas
Cannibalism at Jamestown
First Anglo-Powhatan War
Second Anglo-Powhatan War
Lakotas
Franklin’s commentary on how enticing Indian life was (box)
Algonquins
John Rolfe
“bewitching weed”/ King Nicotine
1619 slaveship
Va House of Burgesses as “seminary of sedition”
Lord Baltimore
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
Indentured servants
MD Act of Toleration
“rich man’s crop”
Diaspora
Barbados slave code
Caribbean slave model
King Charles I
Oliver Cromwell
King Charles II
Restoration
Carolina territory
William Penn
Rice
Africans as ideal workers
Charleston
Big plantation gentry
Squatters
“a vale of humility between two mountains of conceit”
NC and RI characteristics
Tuscarora War
Yamasee Indians
GA as a buffer
Philanthropists
James Olgethorpe
Savannah
John Wesley
Absence of free schools and Printing presses
Soil butchery
Tribes in the “League of the Iroquois”
Longhouse
“matrilineal” nature of Iroquois society
CH: 2 Comps:
5. In many ways, North Carolina was the least typical of the five plantation colonies. Describe the unique features of
colonial North Carolina, and explain why this colony was so unlike its southern neighbors.
6. Analyze the contribution to European expansion by two of the following developments:
 Renaissance thought
 Search for new trade routes
 New development in technology
7. Compare and contrast the ways in which tobacco and sugar affected the social and economic development of
colonial America.
8. In which of the colonies mentioned in Chapter 2 would you want to have lived? **You may use “I” for this one.
Keep your gender and imagine yourself coming to the New World in about….1650.
Practice for the Quiz: Without using your notes, number and answer the end of Chapter Multiple Choice with a CAPITAL
LETTER.
Chapter 3 Reading Vocabulary p. 46-64
1.
2.
3.
4.
5.
6.
Effects of Protestant Reformation
Calvinism
Institutes of Christian Religion
Predestination
Conversion
“visible saints”
7. Puritans
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
Separatists** PLEASE LEARN TO SPELL “SEPARATE” NOW…and ALL forms of it!!
Dutchification
Mayflower
Captain Myles Standish
Mayflower Compact
Town meetings
Thanksgiving Day
William Bradford
Massachusetts Bay Colony
Great Migration
“city upon a hill”
Freemen
John Cotton
Protestant ethic
Sumptuary laws
Anne Hutchinson
Antinomianism
Roger Williams
Fundamental Orders
Squanto
Pequot War
Metacom
King Philip’s War
English Civil War
Dominion of New England
Navigation Laws
Glorious Revolution
Sir Edmund Andros
Salutary neglect
Dutch East India Company
New Amsterdam
Patroonships
“babel of immigrant tongues” (reference)
King Gustavus Adolphus
Peter Stuyvesant
Dutch place names in NYC
Quakers
Passive resistance
Chief Tammany
Blue laws
Bread colonies
City of Brotherly Love
Chapter 3 Comps:
1. **This will be a chart: Compare and contrast the motives of their founders, religious and social orientation,
economic pursuits, and political developments of each of the early colonial settlement areas. (South, New
England and Middle).
2. Analyze the extent to which the government of Massachusetts Bay was simultaneously theocratic, democratic,
oligarchic, and authoritarian.
3. State and explain whether or not political authority should be used to enforce a particular view of morality. Then
finish this sentence and explain with good reasoning: “Banishing Roger Williams and Anne Hutchinson from
Massachusetts Bay was justified because…(or was NOT justified because…”)
4. Construct your OWN definition of Puritanism using the concepts of: predestination, calling, covenant, Protestant
ethic, religious conversion and attitudes toward “sex”…use the textbook for elucidation.
Practice for the Quiz: Without using your notes, number and answer the end of Chapter Multiple Choice with a CAPITAL
LETTER.
Chapter 4 Reading Vocabulary:p. 68-86
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
Unhealthy Chesapeake
Freedom dues
Headright system
White slaves
Nathaniel Bacon
African disaspora p. 73
Bacon’s Rebellion & effects
Royal African Company
Middle passage
Slave codes
Gulah
Ringshout
New York slave revolt
South Carolina slave revolt
Stono River
FFVs (include family names)
Slave religion
Negro Spirituals
Jazz
New England “invented grandparents” (explain)
Property rights of women
Midwifery
The Scarlet Letter
Village green
Congregational Church
Jeremiad
Half-Way Covenant
Salem witch trials
Views of land use/ownership
“Dukes don’t emigrate
Leisler’s Rebellion
Chapter 4 Comps:
5. Why did colonial masters first adopt the institution of indentured servitude and how did black slavery replace
indentured servitude?
6. Identify what YOU believe was the main cause of Bacon's Rebellion: resentment felt by backcountry farmers,
Governor Berkeley's Indian policies, or the pressure of the tobacco economy? Justify your choice.
7. Assess the validity of the following statement, "democracy in church government led logically to democracy in
political government."
8. Compare and contrast the status of women in the South with that in New England.
Practice for the Quiz: Without using your notes, number and answer the end of Chapter Multiple Choice with a CAPITAL
LETTER.
Unit Quiz Vocab to learn for the Fill in the Blank/No Word Bank portion of the quiz
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Mayflower Compact
William Bradford
Pilgrims and Puritans (you will put ONE on the quiz not both)
John Winthrop
Calvinism
Anne Hutchinson
Roger Williams
Half-way covenant
Thomas Hooker
Fundamental Orders of Connecticut
Sir Edmund Andros
Joint stock company
Headright system
John Smith
John Rolfe
Virginia House of Burgesses
Cavaliers
James Oglethorpe
John Locke
William Penn
1-20 will be on the CH:1/2 Quiz on the first day of school
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
Magna Carta, 1215
Petition of Right, 1628
English Bill of Rights, 1689
Five Nations
Great Awakening
Jonathan Edwards
George Whitefield
Maryland Act of Religious Toleration
Deism
Huguenots
Mercantilism
Navigation Acts
Admiralty courts
Salem Witch trials
Primogeniture
Robert Walpole
Salutary neglect
The Enlightenment
Virtual representation
Town meetings
21-40 will be on the CH:3/4 Quiz
1.
Mayflower Compact
8.
Signed in 1620, this document set up a government
for the Plymouth colony and became the first
agreement for self-government in America.
2.
3.
4.
5.
6.
7.
Half-way Covenant
This concept applied to those members of the Puritan
colonies who were the children of church members,
but who had not achieved grace themselves. This
allowed them to participate in some church affairs.
William Bradford
This person served as the second governor of the
Plymouth colony (1621-1657) and developed private
land ownership and helped colonists get out of debt.
He helped the colony survive droughts, crop failures,
and Indian attacks.
9.
Pilgrims and Puritans contrasted
The Pilgrims These people were separatists who
believed that the Church of England could not be
reformed. Because separatist groups were illegal in
England, this group fled to America and settled in
Plymouth. The Puritans were non-separatists who
wished to adopt reforms to purify the Church of
England. They received a right to settle in the
Massachusetts Bay area from the King of England.
10. Fundamental Orders of Connecticut
This first written constitution in America set up a
unified government for the towns of Windsor,
Hartford, and Wethersfield.
John Winthrop (1588-1649), his beliefs
1629 – This person became the first governor of the
Massachusetts Bay colony, and served in that
capacity from 1630 through 1649. A Puritan with
strong religious beliefs, he opposed total democracy,
believing the colony was best governed by a small
group of skillful leaders. He helped organize the New
England Confederation in 1643 and served as its first
president.
Calvinism
This Protestant sect emphasized a strong moral code
and believed in predestination (the idea that God
decided whether or not a person would be saved as
soon as they were born). Followers supported
constitutional representative government and the
separation of church and state.
Anne Hutchinson, Antinomianism
This person preached the idea that God
communicated directly to individuals instead of
through the church elders. Forced to leave
Massachusetts in 1637, her followers (the
Antinomianists) founded the colony of New
Hampshire in 1639.
Roger Williams, Rhode Island
1635 –
This person left the Massachusetts colony and
purchased the land from a neighboring Indian tribe to
found the colony of Rhode Island. Rhode Island was
the only colony at that time to offer complete
religious freedom.
Thomas Hooker
This clergyman was one of the founders of Hartford
who was called "the father of American democracy"
because he said that people have a right to choose
their magistrates.
11. Sir Edmond Andros
This person was the governor of the Dominion of
New England from 1686 until 1692, when the
colonists rebelled and forced him to return to
England.
12. Joint stock company
This is a company made up of a group of
shareholders. Each shareholder contributes some
money to the company and receives some share of
the company’s profits and debts.
13. Headright system
This describes a process in which parcels of land
consisting of about 50 acres which were given to
colonists who brought indentured servants into
America. They were used by the Virginia Company
to attract more colonists.
14. John Smith
This person helped found and govern Jamestown. His
leadership and strict discipline helped the Virginia
colony get through the difficult first winter.
15. John Rolfe, tobacco
This person was one of the English settlers at
Jamestown . He discovered how to successfully grow
tobacco in Virginia and cure it for export, which
made Virginia an economically successful colony. He
is famous for being the man who married Pocahontas.
16. VA House of Burgesses, 1619 - The Virginia House
of Burgesses
Formed in 1619, this was the first legislative body in
colonial America. Later, other colonies would adopt
similar bodies.
17. Cavaliers
In the English Civil War (1642-1647), these were the
troops loyal to Charles I. Their opponents were the
Roundheads, who were loyal to Parliament and
Oliver Cromwell.
18. James Oglethorpe
This person was the founder and governor of the
Georgia colony. He ran a tightly-disciplined,
military-like colony. Slaves, alcohol, and Catholicism
were forbidden in his colony. Many colonists felt that
he behaved as a dictator, and that (along with the
colonist’s dissatisfaction over not being allowed to
own slaves) caused the colony to break down and he
eventually lost his position as governor.
19. John Locke
This person was a British political theorist who wrote
the Fundamental Constitution for the Carolinas
colony, but it was never put into effect. The
constitution would have set up a feudalistic
government headed by an aristocracy which owned
most of the land. He is most known for arguing for
justifiable rebellion when a government fails to
protect the natural rights of its citizens.
20. William Penn
In 1681 this person received a land grant from King
Charles II and used it to form a colony that would
provide a safe haven for Quakers. His colony, named
after him, allowed for religious freedom.
21. Magna Carta, 1215
An English document draw up by nobles under King
John which limited the power of the king. It has
influenced later constitutional documents in Britain
and America.
22. Petition of Right, 1628
A document drawn up by Parliament’s House of
Commons listing grievances against King Charles I
and extending Parliament’s powers while limiting the
king’s. It gave Parliament authority over taxation,
declared that free citizens could not be arrested
without cause, declared that soldiers could not be
quartered in private homes without compensation,
and said that martial law cannot be declared during
peacetime.
23. English Bill of Rights, 1689
Drawn up by Parliament and presented to King
William II and Queen Mary, it listed certain rights of
the British people. It also limited the king’s powers in
taxing and prohibited the maintenance of a standing
army in peacetime.
24. Five Nations
The federation of tribes occupying northern New
York: the Mohawk, the Oneida, the Senecca, the
Onondaga, and the Cayuga. The federation was also
known as the "Iroquois," or the League of Five
Nations, although in about 1720 the Tuscarora tribe
was added as a sixth member. It was the most
powerful and efficient North American Indian
organization during the 1700s. Some of the ideas
from its constitution were used in the Constitution of
the United States.
25. Great Awakening (1739-1744)
Puritanism had declined by the 1730s, and people
were upset about the decline in religious piety. The
Great Awakening was a sudden outbreak of religious
fervor that swept through the colonies. One of the
first events to unify the colonies.
26. Jonathan Edwards, Sinners in the Hands of an
Angry God, a Careful and Strict Inquiry Into...That
Freedom of Will
Part of the Great Awakening, Edwards gave gripping
sermons about sin and the torments of Hell.
27. George Whitefield
Credited with starting the Great Awakening, also a
leader of the "New Lights."
28. Maryland Act of Toleration (Act of Religious
Toleration)
1649 - Ordered by Lord Baltimore after a Protestant
was made governor of Maryland at the demand of the
colony's large Protestant population. The act
guaranteed religious freedom to all Christians.
29. Deism
The religion of the Enlightenment (1700s). Followers
believed that God existed and had created the world,
but that afterwards He left it to run by its own natural
laws. Denied that God communicated to man or in
any way influenced his life.
30. Huguenots
French Protestants. The Edict of Nantes (1598) freed
them from persecution in France, but when that was
revoked in the late 1700s, hundreds of thousands of
Huguenots fled to other countries, including
America.
31. Mercantilism: features, rationale, impact on Great
Britain, impact on the colonies
Mercantilism was the economic policy of Europe in
the 1500s through 1700s. The government exercised
control over industry and trade with the idea that
national strength and economic security comes from
exporting more than is imported. Possession of
colonies provided countries both with sources of raw
materials and markets for their manufactured goods.
Great Britain exported goods and forced the colonies
to buy them.
32. Navigation Acts (of 1650, 1660, 1663, and 1696)
British regulations designed to protect British
shipping from competition. Said that British colonies
could only import goods if they were shipped on
British-owned vessels and at least 3/4 of the crew of
the ship were British.
33. Admiralty courts
British courts originally established to try cases
involving smuggling or violations of the Navigation
Acts which the British government sometimes used
to try American criminals in the colonies. Trials in
Admiralty Courts were heard by judges without a
jury.
34. Salem witch trials
Several accusations of witchcraft led to sensational
trials in Salem, Massachusetts at which Cotton
Mather presided as the chief judge. 18 people were
hanged as witches. Afterwards, most of the people
involved admitted that the trials and executions had
been a terrible mistake.
35. Primogeniture, entail
These were the two British legal doctrines governing
the inheritance of property. Primogeniture required
that a man’s real property pass in its entirety to his
oldest son. Entail required that property could only be
left to direct descendants (usually sons), and not to
persons outside of the family.
36. Robert Walpole
Prime minister of Great Britain in the first half of the
1700s. His position towards the colonies was salutary
neglect.
37. "Salutary neglect"
Prime Minister Robert Walpole’s policy in dealing
with the American colonies. He was primarily
concerned with British affairs and believed that
unrestricted trade in the colonies would be more
profitable for England than would taxation of the
colonies.
38. The Enlightenment
A philosophical movement which started in Europe
in the 1700's and spread to the colonies. It
emphasized reason and the scientific method. Writers
of the enlightenment tended to focus on government,
ethics, and science, rather than on imagination,
emotions, or religion. Many members of the
Enlightenment rejected traditional religious beliefs in
favor of Deism, which holds that the world is run by
natural laws without the direct intervention of God.
39. Theories of representative government in legislatures:
virtual representation, actual representation
Virtual representation means that a representative is
not elected by his constituents, but he resembles them
in his political beliefs and goals. Actual
representation means that a representative is elected
by his constituents. The colonies only had virtual
representation in the British government.
40. Town meetings
A purely democratic form of government common in
the colonies, and the most prevalent form of local
government in New England. In general, the town’s
voting population would meet once a year to elect
officers, levy taxes, and pass laws.