APHIST summer assignment 08 M Lynde

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~ APUS HISTORY~
SUMMER 2008 ASSIGNMENT
Please read the following instructions carefully. If you have any questions, please see me (Room C-13)
before the end of the school year. For questions relating to these assignments that come up during the
summer, you may e-mail me at [email protected] I will check my email regularly and
respond as soon as possible. I strongly advise you to get started on the assignments as soon as possible and
pace yourself. Please make yourself familiar with my website www.mlynde.wikispaces.com which has
copies of this document as well as the majority of materials from this past year.
LATE WORK WILL NOT BE ACCEPTED; FAILURE TO TURN IN ASSIGNMENTS DUE ON
THE FIRST DAY WILL PUT YOU SERIOUSLY BEHIND. THERE WILL NOT BE ANY EXTRA
CREDIT AVAILABLE FOR STUDENTS WHO DO NOT COMPLETE CLASS ASSIGNMENTS.
Task One:
Check out a copy of the class text, The American Pageant, by David Kennedy. The book
should be checked as soon as possible, once the present class has turned in their books. Though this will not
be the class text, it will be used for the summer assignment. The new text by Boyd will be available on the
first day of the school year 2008-2009.
Read the first five chapters of The American Pageant, pages 2-105.
As you read the text, make a detailed outline of each chapter, using the Cornell Note system. These notes
will be graded on our first day of class. These notes should be handwritten legibly on lined binder paper
or typed. It is important that you take your own notes as this is the only way you will really master the
material. I am aware that there are websites* with notes available – and I would encourage you to look at
this material, download it, reference it, but do not be fooled into thinking that this can take the place of your
own work. If you are serious about this commitment, you will want to do it right from the start!
(*www.course-notes.org a site which posts outlines for our text, 11 th edition – ours is 12th edition, so not
all chapters align correctly.) Topics that should be covered in your notes are included below:
In addition to the notes, you must be able to identify, define, or describe each of the terms as well as relate
the historical significance of each – in other words, what is it and why should we care?
You will take an objective test, worth 100 points, on the identification of these terms and names
during the first week of school. You will be able to use your notes and terms work on this test. No other
forms of information will be allowed.
CHAPTER 1
Identify three civilizations that existed in the Americas in pre-Columbian times and explain how they
developed. What six issues caused the cataclysmic shift that brought the discovery of the New World?
Evaluate the positives and negatives of the Spanish conquistadores.
CHAPTER 1 – NEW WORLD BEGINNINGS
1. Renaissance
6. Three-sister farming
2. mestizos
7. Great Ice Age
3. Treaty of Tordesillas
8. Popé’s Rebellion
4. Columbian Exchange
9. Old World diseases
5. encomiendas
10. Portuguese slave trade
CHAPTER 2
Evaluate the degree of significance found in the English defeat of the Spanish Armada.
CHAPTER 2 – PLANTING OF ENGLISH AMERICA
1. Lord de la Warr
16. House of Burgesses
2. Pocahontas
17. royal charter
3. Handsome Lake
18. slave codes
4. John Rolfe
19. proprietor
5. Lord Baltimore
20. primogeniture
6. Walter Raleigh
21. indentured servant
7. James Oglethorpe
22. starving time
8. Humphrey Gilbert
23. First Anglo-Powhatan War
9. Oliver Cromwell
24. Second Anglo-Powhatan War
10. John Smith
25. Act of Toleration
11. Charles II/Restoration
26. Virginia Company
12. Spanish Armada
27. “Irish tactics”
13. joint-stock company
28. Iroquois Confederacy
14. slavery
29. Barbados slave code
15. Enclosure Acts
30. Savannah Indians
CHAPTER 3
Describe the Puritans and their beliefs, and explain why they left England for the New World. To what
degree was religion, economics, and society a factor in generating the Puritans’ desire to resettle in the New
World.
CHAPTER 3 – SETTLING THE NORTHERN COLONIES
1. John Calvin
22. doctrine of a calling
2. Anne Hutchinson
23. antinomianism
3. Roger Williams
24. Protestant Reformation
4. Henry Hudson
25. Pilgrims
5. William Bradford
26 New England Confederation
6. Peter Stuyvesant
27. Calvinism
7. William Laud
28. Massachusetts Bay Company
8. Thomas Hooker
29. conversion
9. William Penn
30. Navigation Laws
10. John Winthrop
31. great Puritan Migration
11. King Philip / King Philip’s War
32. Glorious Revolution
12. John Cotton
33. Puritans
13. Sir Edmund Andros
34. General Court
14. the “elect”
35. Dutch West India Company
15. franchise
36. Separatists
16. patroonship
37. Bible Commonwealth
17. predestination
38. Quakers
18. freemen
39. Mayflower Compact
19. “visible saints”
40. Fundamental Orders
20. Institutes of the Christian Religion
41. middle or “bread” colonies
21. Pequot War
42. Dominion of New England
CHAPTER 4
Explain how the problems of indentured servitude led to political trouble and to the growth of African
slavery.
CHAPTER 4 – AMERICAN LIFE IN THE SEVENTEENTH CENTURY
1. William Berkeley
6. Bacon’s Rebellion
2. Nathaniel Bacon
7. Leisler’s Rebellion
3. headright system
8. Salem Witch trials
4. jeremiads
9. “Half-Way Covenant”
5. middle passage
10. indentured servitude
CHAPTER 5
Describe the basic population and social structure of the eighteenth century colonies and evaluate the
degree of change since the seventeenth century. Note especially the factors that made society less equal and
more hierarchical.
CHAPTER 5 – COLONIAL SOCIETY ON THE EVE OF REVOLUTION
1. Jonathan Edwards
10. Hugenots
2. Benjamin Franklin
11. Catawba nation
3. Michel-Guillaume de Crèvecoeur
12. Regulator movement
4. George Whitefield
13. “old” and “new” lights
5. John Peter Zenger
14. triangular trade
6. Phillis Wheatley
15. Molasses Act
7. John S. Copley
16. Scots-Irish
8. Paxton boys
17. naval stores
9. Great Awakening
18. Pennsylvania Dutch
Task Two: Obtain a copy of Lies My Teacher Told Me, by James W. Loewen.
A. Read the introduction and the first six chapters of the book. Loewen takes an entirely different
approach to the subject of American History than that taken by your textbook authors. For example,
Loewen makes reference to President Woodrow Wilson in the first chapter and skillfully exposes the
usual treatment (that is, what textbook authors tell us about Wilson) when he discusses the “unknown
war with Russia” (p. 24) – a subject that is not covered in US History books, but is discussed at length
in Russian textbooks. Don’t you find it interesting or surprising that a war was conducted to which no
reference is made in US History textbooks? What would explain this omission?
B. As you read, mark those passages that are surprising or reveal a different side to America than you
previously had read about/seen, etc. Once you have completed the reading of the introduction or each
chapter, select several of the most revealing passages and record them in a Double-Entry Journal. Be
sure to include a page citation for each quote. See the example below.
C. I am not specifying the number of entries that you must have in your journal; suffice it to say, that
as you are taking this as a college course, “Less is not more”. I hope that you will write your journal
taking care to react to those passages that you find most significant. Your entries will not all be the
same as someone else’s, although it is likely that some of you will choose some of the same material.
(Academic honesty is highly valued in this course, so please make sure that your integrity cannot be
questioned with respect to this assignment.)
D. Lastly, once you have completed each part, you are to write a summary known as a G.I.S.T. for the
introduction and each of the six chapters. A G.I.S.T. consists of no more than 20 carefully selected
words that pares the reading passage down to the most essential ideas. It is a reading strategy that is
most helpful when you are reading new material, because it forces you to think about the material and
evaluate the significance of what you have read.
Pg.
Quote
G.I.S.T.:
Response
RECAP:
► What’s due the first day?


Double-Entry Journal Assignment for Lies My Teacher Told Me–(100 points)
Notes and terms on chapters 1-5 of Kennedy’s American Pageant
► What will be assessed during the first week?


Names and terms – identification/significance; you may use your notes only; no
textbooks or other sources allowed. Objective test worth 100 points.
Your knowledge of the information on each chapter (relative to the questions posed
above) assessed by your participation in a seminar.
►Remember, no late assignments will be accepted; there is no “extra credit” for students who have
not competed class assignments.
Good luck in completing your assignment. I look forward to seeing you in August! Don’t forget to email
me with any concerns.
Mrs. Lynde
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