March 2014, Mrs. Watkins
Dear Future AP U.S. History Student,
I am excited that you are considering AP US History for the 2014-2015 school year! It should be understood
that AP classes are challenging. They require hard work, dedication and time. You should plan to spend 5-8
hours a week completing APUSH homework including (but not limited to) Chapter readings, key term flash
cards and President Charts. In order to make the most of the time that we have, you will be required to
complete the summer assignments listed below. These assignments will be due on the first day of the new
school year that your class meets (August 18th-A Day or August 19th-B Day).
You will need to pick up an AMSCO text book before you leave for summer break.
Part 1: Chapters 1-3 of AMSCO (200 points)
Once you have the book you are to complete the following for the 1st unit:
Chapter 1 - Exploration, Discovery, and Settlement, 1492-1700

Complete the chapter summary attached (1 grade)
Chapter 2 - The Thirteen Colonies and the British Empire, 1607-1750
 Complete the chapter summary attached (1 grade)
Chapter 3- Colonial Society in the Eighteenth Century
 Complete the chapter summary attached (1 grade)
Unit 1 Index cards: (100 points)
In the course of the year students make flash cards for each important term on 3x5 index cards. This serves
as a valuable review tool before the AP exam. These index cards must:
 come from the Amsco book or the class text (not a Google search)
 be handwritten
 have only 1 term on one side and the definition or importance on the other side.
 Fully explain or define the term in your own words.
Chapter 1
1. Ferdinand and
Isabella
2. Protestant
Reformation
3. Christopher
Columbus
4. conquistadors
5. encomienda system
6. joint-stock company
7. Jamestown
8. Captain John Smith
9. Pocahontas
10. Puritans
11. Plymouth colony
12. Separatists
13. Pilgrims
14. Mayflower Compact
15. Massachusetts Bay
Colony
16. John Winthrop
17. Great Migration
Chapter 2
18. corporate colonies
19. royal colonies
20. proprietary colonies
21. Chesapeake colonies
22. Act of Toleration
(1649)
23. Bacon’s Rebellion
24. indentured servant
25. headright system
26. Roger Williams
Chapter 3
27. Anne Hutchinson
40. hereditary aristocracy
28. Fundamental Orders
41. social mobility
of Connecticut (1639) 42. colonial families
29. halfway covenant
43. established church
30. King Philip’s War
44. Great Awakening
31. Restoration colonies
45. Jonathan Edwards
32. William Penn
46. George Whitefield
33. James Oglethorpe
47. Cotton Mather
34. mercantilism
48. Poor Richard’s
35. Navigation Acts
Almanac
36. Dominion of New
49. Zenger case
England
37. Glorious Revolution
38. triangular trade
39. Middle Passage
Part 2: Written Essay (100 points)
You will write a 2-3 page essay that answers the question: To what extent did an American identity exist in the
seventeenth and early eighteenth centuries? This requires you to explain how much or how little an American
identity existed at that time. This is not an essay that requires you to take an “all or nothing” approach, but you
should still take a clear position. Your answer must be defended with many of the key terms that you identified
in part 1. The essay must be typed, double spaced, 12 pt. font, Times New Roman, 1”margins.
DIFFERENCES BETWEEN TRADITIONAL CLASSES AND APUSH
Traditional Honors or Regular Classes
Teacher centered. Teacher is primarily
responsible for student achievement.
Homework assigned regularly that is collected
for a grade.
Students complete homework generally in
order to earn a grade or maintain a grade.
Resembles traditional high school classes.
Varying standards and expectations regarding
evaluation and achievement. Demanding
nature of coursework varies according to
instructor or course.
Advanced Placement Classes
Student centered. Students are responsible for
ensuring their success in the class. Teacher role
is as facilitator of learning.
Homework is assigned, but not all may be
graded. The purpose of homework is to
reinforce classroom activities and to fill gaps in
knowledge. Student is expected to complete
this individually. Generally, 5-8 homework
assignments are collected each quarter.
Homework in AP U.S. History, while copious at
times, is designed to impart the knowledge
necessary to take the AP Exam in U.S. History
and to reinforce the skills needed to pass the
exam.
Resembles what is seen in university
classrooms. Students are provided a collegelevel textbook and supplemental readings.
Grades rely on written work, quizzes, tests, and
major projects. Flash cards and President
charts collected regularly for homework grade.
Students held to high standards of evaluation
and achievement. These standards are
consistently enforced as a way to prepare
students for real-world demands and the
demands of a collegiate setting.
Examples: Cumulative testing, free response
essays, document-based questions, daily
reading quizzes, etc.
********SKIM …READ …Then TAKE NOTES in the charts below********
AMSCO CH 1 Exploration
NAME _________________________________
Thus out of small beginnings greater things have been produced by his hand that made all things of nothing and gives
being to all things that are and as one small candle may light a thousand so the light here kindle hath shone unto
many, yea in some sort to our whole nation. ~ William Bradford
First people came to North America WAaaaaay before Columbus was born via a land bridge. Millions of people came
and lived a variety of ways.
CULTURES OF NORTH AMERICA
Smaller-nomadic
Larger-more complex
Pueblos
Mound builder
Iroquois
CULTURE OF CENTRAL AND SOUTH AMERICA
Mayas
Incas
Aztecs
EUROPE MOVES TOWARDS EXPLORATION
1)
Improvements
2) Religious Conflict
1) Technology
Improvements
in
Renaissance
Technology :
Catholic SPGunpowderCompass-
3) Expanding Trade
*Europe is fighting for trade
with Africa, India and China
Protestant Reformation
Ship buildingMap makingPrinting press-
EARLY EXPLORATIONS
Columbus- looking the “Indies”
Dividing the New World
LEGACYTreaty of Tordesillas
EXCHANGE-
4) Developing Nation
States
SPAINISH Claims
ENGLISH Claims
FRENCH Claims
DUTCH claims
EARLY ENGLISH SETTLEMENTS
Jamestown
Puritan
Plymouth
Massachusetts Bay
EARLY POLITICAL INSTITUTIONS
* Majority Rule in PLYMOUTH
*Representative gov in JAMESTOWN
*Representative gov in MASSACHUSETTS
LIMITS to Democracy
SPANISH SETTLEMENTS IN NORTH AMERICA
NOT successful, NO resources. STRONG Natives. *FL-St Augustine OLDEST*NM- Sante Fe, harsh treatment leads to
PEUBLO REVOLT. TX & CA- bc Russia was in AK
EUROPEAN TREATMENT OF NATIVE AMERICANS
Each country subjugated (controlled) Natives differently
Spanish Policy
 SP-conquer, rule, inter marry
 ENG-occupy little then spread and force out
 FR-make friend then convert
 ALL-use for eco, pol. and rel. gain
1) destroyed natives with disease and 2) left permanent
legacy of subjugation
English Policy
French Policy
HISTORICAL PERSPECTIVE: Always take notes on this section. Key to understanding the “big picture” of each chapter.
Take notes on this section much like I did below (you do not need to take additional notes for this section)
 Columbus, from discovery to bad guy…over time historians “revise” history.
 Historical revisionism, the critical re-examination of presumed historical facts and existing historiography
 Revisionists were particularly harsh of Columbus in 1992, the 500 year anniversary of the “discovery”
 Revisionist refer to Columbus NOT as discoverer BUT as “conqueror”
 The debate (good guy vs bad guy) continues
 One thing is not debatable; Columbus’ contact brought two worlds together and forever changed the world.
AMSCO CH 2 The 13 Colonies & the British Empire 1607-1750
If they desire that Piety and godliness should prosper; accompanied with sobriety, justice and love, let them choose a
County such as this is; even like France or England which may yield sufficiency with hard labor and industry…John White
From Virginia in 1607 to Georgia in 1733, ALL ENGLISH colonies were est with a charter (like a contract with
the King setting their relationship with the King)
Corporate-
Royal-
Proprietary-
English colonies brought traditions of independence and representative democracy, conflicts in Europe led to
feelings for independence here and eventually tension between the King and colonist grew. Read how each
colony grew distinct political, economic and social institutions.
CHESEAPEAKE COLONIES
Maryland
Virginia
Labor Shortages
Economic Problems
 Indentured servants
**Bacons Rebellion
 Headright system
50 acres=for all who pay for own way
or someone else way
1)CLASS DIFFERENCES
Wealthy planters vs poor farmers
2)RESISTANCE TO COLONIAL CONTROL
 Slavery
 Act of Toleration
 Protestant Revolt
DEVELOPEMENT OF NEW ENGLAND
Rhode Island & Roger Williams
Connecticut
Anne Hutchinson (antinomianism means: faith=heaven)
Orders of CN
New Hampshire
New England Confederation
Halfway covenant
King Philips War
RESTORATION COLONIES
Carolinas
New York
New Jersey
Delaware
Georgia
 SOUTH
 NORTH
Pennsylvania
 Quakers
 J Oglethorpe
 Wllm Penn
 Royal colony
 “Holy Experiment”
MERCANTALISM AND THE EMPIRE
Mercantilism
Navigation Acts
1Positive Effects
123Negative Effects
123-
2-
3-
INSTITUTION OF SLAVERY
Increased Demand
Enforcement
Slave Laws
Dominion of New England
Glorious Revolution
Permanent Restrictions
Triangular Trade
123On a separate sheet of paper, take notes on the “Historical Perspectives” of this chapter.
AMSCO CH 3 Colonial Society in the 18th Century
The American is a new man, who acts upon new principles; he must therefore entertain new ideas and form new
opinions. From involuntary idleness, servile dependence and useless labor, he has passed to toils of very different nature,
rewarded by ample subsistence. This is an American. ~Crevecoeur, 1782
POPULATION GROWTH
European
Africans
STRUCUTRE OF COLONIAL SOCIETY
General
Family
ECONOMY
Southern
New England
Middle
Money
Transportation
RELIGION
Protestant Dominance
GREAT AWAKENING
John Edwards
George Whitefield
IMPACT
Political Influence
CULTURE
Arts and Science
Education
Professions
 Architecture
 NE
 Drs
 MD
 Lawyers
 Painting
 Literature
 S
 Science
Newspapers
Rural Folkways
Emergence of National Character
Zenger
POLITICS
Structure
Voting
 Local
Historical Perspective: Was colonial Society Democratic? READ, SUMMARIZE AND ANSWER