AP US History Summer Assignment – 2014
Advanced Placement United States History is a survey course designed to explore major themes in American history
from the colonial era to the 1980s. Because the course encompasses such a broad scope of events and ideas, assigning
some of the earlier material during the summer allows the class to move at a more reasonable pace during the regular
school year. Your summer work covers the colonial period (pre 1750) of American history.
1) Carefully read the Chapters 1, 2 & 3 in the America’s History 7th Edition text. There will be a multiple-choice exam
based on this reading in the first week of class. See the attached term sheet for review purposes. Also, you may find it
helpful to review information and possibly take practice quizzes on the colonial era material using the websites listed
below or purchase a review book like Princeton Review or Kaplan.
http://bcs.bedfordstmartins.com/henretta7e/#t_647824
http://www.apstudynotes.org/us-history/
http://www.historyteacher.net/USQuizMainPage.htm
2) After finishing the reading, you are to select and answer THREE of the short answer questions listed below—one
from each chapter. PLEASE create separate documents for each of your three responses and clearly indicate which
prompt you are answering. See writing tips sheet and rubric for help.
Short Answer Questions (1-2 pages each) – Answer ONE from each chapter
Chapter 1:
Read the primary source documents on the Portuguese treatment of Africans and the Spanish treatment of
Native Americans. Based on the attitudes expressed in the documents and the information contained in
Chapter 1, answer the following question:
p. 32 Compare and contrast the Portuguese impact in Africa with the Spanish impact in America.
Chapter 2:
p. 49: What were the colonial goals of the Spanish, French and Dutch? How successful were they in
achieving those goals?
OR
p. 65: What was the social and political structure of the New England colonies? Why did they develop in
that fashion?
OR
p.67: What were the major social and environmental changes that made America a new world for Indians?
Chapter 3:
p. 81: What was the role of the colonies in the British mercantilist system?
OR
p. 96: How did the South Atlantic System work and what were its major elements? How did it shape the
development of the various colonies?
OR
p. 99: What was the British policy of salutary neglect and why did the British follow this policy and what
were its consequences?
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Three short answer responses are due on the first day of class.
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E-Mail any questions regarding the text reading or written assignments to Ms. Kandall
(mkandall@tamdistrict.org)
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GOOD LUCK, HAVE A GREAT SUMMER & SEE YOU IN AUGUST
AP US History Writing Tips
In AP US History, you will be asked to complete in-class and take home writing assignments based on
required reading and in-class activities frequently. The summer written assignments mirror future
assignments you will be expected to complete during the course and are based on required textbook reading you do not need to do extra outside research. Following the instructions below will help you complete the
summer written assignments successfully. E-mail teachers if you have questions.
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Short Answer Questions Instructions
Carefully read Chapters 1, 2 and 3 and the primary sources related to Chapter 1. Answer the prompt
from Chapter 1 and select a question from chapters 2 & 3 listed above. You will answer a total of
THREE questions (one from each chapter).
Read the prompts you choose carefully so you clearly understand the focus of the questions.
Begin by briefly describing historical context assuming the reader is not already an expert on the subject.
Clearly address the prompt in the first paragraph – answer the question with a clear thesis statement.
Include a thesis statement at the end of the first paragraph that addresses the prompt specifically using the
language of the question and sets a clear direction for your response.
Organize the rest of your response logically, beginning each paragraph with a clear topic sentence stating
the main focus of the paragraph.
Provide specific factual information to support your thesis in a logical and focused way. Use information
from the text reading to support your ideas but avoid simply summarizing/quoting the textbook.
Paraphrase concepts and blend in personalized commentary detailing relevance of facts.
Avoid writing in the first person. No “I think…” or “In my opinion…”
Your response to each prompt should be 1-2 pages typed 1.5 spacing.
AP US Short Answer Question Grading Rubric
A
Focus
Factual
Support
Analysis
B
C
Articulate and thoughtful
context description
Clear explanation of historical
context
Limited or generic relevant
context
Fluid thesis directly addressing
question setting a clear direction
Includes general statement
addressing whole question
Vaguely addresses some of
the question
Thoughtfully structured body
paragraphs
Adequately focused body
paragraphs
Body paragraphs often
inconsistently structured
Substantial, detailed and
relevant historical evidence
Some relevant historical evidence
Limited relevant historical
evidence
Evidence presented consistently
in an original & insightful voice
Consistent, articulate and
original explanations of
significance
Frequent clear connections to
prompt
Adequate supporting evidence
presented periodically in an
unoriginal manner.
Some clear commentary on
relevance of evidence
Some effort to link details with
thesis
Significant factual details, but
mainly described in an
unoriginal manner
Limited original commentary
Mainly paraphrases reading
with little connection to
prompt
Chapter 1 Short Answer Question Primary Source Documents
A Portuguese Description of the Slave Trade (1444)
Very early in the morning, by reason of the heat, the seamen began to make ready their boats, and to take out those
captives, and carry them on shore, as they were commanded. And these, placed all together in that field, were a marvelous sight,
for amongst them were some white enough, fair to look upon, and well proportioned; others were less white like mulattoes; others
again were as black as Ethiops, and so ugly, both in features and in body, as almost to appear (to those who saw them) the images
of a lower hemisphere. But what heart could be so hard as not to be pierced with piteous feeling to see that company? For some
kept their heads low and their faces bathed in tears, looking one upon another; others stood groaning very dolorously, looking up
to the height of heaven, fixing their eyes upon it, crying out loudly, as if asking help of the Father of Nature; others struck their
faces with the palms of their hands, throwing themselves at full length upon the ground; others made their lamentations in the
manner of a dirge, after the custom of their country. And though we could not understand the words of their language, the sound of
it right well accorded with the measure of their sadness…
Although the sorrow of those captives was for the present very great, especially after the partition was finished and each
one took his own share aside (while some sold their captives, the which they took to other districts); and although it chanced that
among the prisoners the father often remained in Lagos, while the mother was taken to Lisbon, and the children to another part (in
which partition their sorrow doubled the first grief)—yet this sorrow was less felt among those who happened to remain in
company. For as saith the text, the wretched find a consolation in having comrades in misfortune. But from this time forth they
began to acquire some knowledge of our country, in which they found great abundance, and our men began to treat them with
great favor. For as our people did not find them hardened in the belief of the other Moors, and saw how they came in unto the law
of Christ with a good will, they made no difference between them and their free servants, born in our own country But those whom
they took while still young, they caused to be instructed in mechanical arts, and those whom they saw fitted for managing property,
they set free and married to women who were natives of the land, making with them a division of their property, as if they had been
bestowed on those who married them by the will of their own fathers, and for the merits of their service they were bound to act in a
like manner. Yea, and some widows of good family who bought some of these female slaves, either adopted them or left them a
portion of their estate by will, so that in the future they married right well, treating them as entirely free. Suffice it that I never saw
one of these slaves put in irons, and scarcely any one who did not turn Christian and was not very gently treated....
And so their lot was now quite the contrary of what it had been, since before they had lived in perdition of soul and body;
of their souls, in that they were yet pagans, without the clearness and the light of the Holy Faith; and of their bodies, in that they
lived like beasts, without any custom of reasonable beings—for they had no knowledge of bread or wine, and they were without the
covering of clothes, or the lodgment of houses; and worse than all, through the great ignorance that was in them, in that they had
no understanding of good, but only knew how to live in a bestial sloth.
But as soon as they began to come to this land, and men gave them prepared food and coverings for their bodies, their
bellies began to swell, and for a time they were ill, until they were accustomed to the nature of the country, but some of them were
so made that they were not able to endure it and died, but as Christians.
Bartolome de las Casas Describes Columbus’ Landfall (1552)
…The admiral called the two captains and the others who had landed… to bear witness and testimony how he, before
them all, took possession of the island, as in fact he did, for the King and Queen, his Sovereigns, making the declarations which
are required, as is contained more at length in the testimonies which were there made in writing. Soon many people of the island
gathered there. What follows are the actual words of the admiral, in his book of his first voyage and discovery of these Indies.
“I’ he says, “in order that they might feel great amity towards us, because I knew that they were a people to be delivered
and converted to our holy faith rather by love than by force, gave to some among them some red caps and some glass beads, which
they hung round their necks, and many other things of little value. At this they were greatly pleased and became so entirely our
friends that it was a wonder to see. Afterwards they came swimming to the ships’ boats, where we were, and brought us parrots
and cotton thread in balls, and spears and many other things, and we exchanged for them other things, such as small glass beads
and hawks’ bells, which we gave to them. They all go naked as their mothers bore them, and the women also, although I saw only
one very young girl. And all those whom I did see were youths, so that I did not see one who was over thirty years of age; they
were very well built, with very handsome bodies and very good faces. Their hair is coarse almost like the hairs of a horse’s tail
and short; they wear their hair down over their eyebrows, except for a few strands behind, which they wear long and never cut.
Some of them are painted black, and they are the color of the people of the Canaries, neither black nor white. Some of them paint
their faces, some their whole bodies, some only the eyes, and some only the nose. They do not bear arms or know them, for I
showed to them swords and they took them by the blade and cut themselves through ignorance. They have no iron. Their spears
are certain reeds, without iron, and some of these have a fish tooth at the end, while others are pointed in various ways. They are
all generally fairly tall, good looking and well proportioned. I saw some, who bore marks of wounds on their bodies, and I made
signs to them to ask how this came about, and they indicated to me that people came from other islands, which are near, and
wished to capture them, and they defended themselves. And I believed and still believe that they come here from the mainland to
take them for slaves. They should be good servants and of quick intelligence, since I see that they very soon say all that is said to
them, and I believe that they would easily be made Christians, for it appeared to me that they had no creed. Our Lord willing, at
the time of my departure I will bring back six of them to Your Highness, that they may learn to talk. I saw no beast of any kind in
this island, except parrots.” All these are the words of the admiral.
Multiple choice questions on August 22 test will be based on understanding of these terms
Pay careful attention to definition and historical relevance of the following as you read.
Chapter 1: The New Global World: 1450-1620
Christopher Columbus
Mesoamerica
Mayas & Aztecs
Hopewell Culture
Southwest Pueblo Cultures
Eastern Woodland Peoples
European Peasant Society
Primogeniture
Crusades
European Renaissance
Portuguese Slave Traders
Vasco da Gama
Conquistadors
Encomiendas
Columbian Exchange
Mestizos
Protestantism
Predestination
English Puritans
Spanish Armada
Dutch West India Company
Mercantilism
Gentry & Yeomen
Enclosure Acts
Chapter 2: The Invasion & Settlement of North America: 1550-1700
New Spain
Franciscan Missionaries
Juan de Onate
Popés Rebellion
New France
Fur Trade
Five Nations of the Iroquois
Jesuits Missionaries
New Netherlands
Virginia Company
Jamestown & Tobacco
House of Burgesses
Anglo-Powhatan War
Royal Colonies
Lord Baltimore
Maryland Toleration Act
Indentured Servants
Chattel Slavery
Bacon’s Rebellion
Separatists & Plymouth Colony
Puritans & Massachusetts Bay Colony
Mayflower Compact
John Winthrop
Roger Williams & Ann Hutchinson
English Civil War
Salem Witch Trials
Town Meetings
Pequot War
Praying Towns
Metacom’s War
Chapter 3: Creating a British Empire in America: 1660-1750
Restoration Colonies
Quakers & William Penn
Mercantilism
Navigation Acts
Dominion of New England
Glorious Revolution
John Locke
South Atlantic System
Barbados & Sugar Trade
Royal African Company
Middle Passage
Carolina Rice Trade
African-American Culture
Stono Rebellion
Southern Gentry Society
Northern Merchant Society
Salutary Neglect
British Radical Whigs
War of Jenkin’s Ear
Molasses Act
Currency Act