Name:______________________________ Teacher: ______________________________ Period:_____

AP United States History Summer AssignmentWelcome to AP United States History! The purpose of the course is to investigate significant events, individuals, developments, and processes in nine historical periods from approximately 1491 to the present. Students develop and use the same skills and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical connections; and utilizing reasoning about comparison, causation, and continuity and change. The course also provides eight themes that students explore throughout the course in order to make connections among historical developments in different times and places: American and national identity; work, exchange, and technology; geography and the environment; migration and settlement; politics and power; America in the world; American and regional culture; and social structures.

MAJOR THEMES PERIODSTHEME 1: AMERICAN AND NATIONAL IDENTITY (NAT)This theme focuses on how and why definitions of American and national identity and values have developed among the diverse and changing population of North America as well as on related topics, such as citizenship, constitutionalism, foreign policy, assimilation, and American exceptionalism

Unit 11491-1607

THEME 2: WORK, EXCHANGE, AND TECHNOLOGY (WXT) This theme focuses on the factors behind the development of systems of economic exchange, particularly the role of technology, economic markets, and government

Period 21607-1754

THEME 3: GEOGRAPHY AND THE ENVIRONMENT (GEO) This theme focuses on the role of geography and both the natural and human-made environments in the social and political developments in what would become the United States

Period 31754-1800

THEME 4: MIGRATION AND SETTLEMENT (MIG) This theme focuses on why and how the various people who moved to and within the United States both adapted to and transformed their new social and physical environments

Period 41800-1848

THEME 5: POLITICS AND POWER (PCE) This theme focuses on how different social and political groups have influenced society and government in the United States as well as how political beliefs and institutions have changed over time.

Period 51844-1877

THEME 6: AMERICA IN THE WORLD (WOR) This theme focuses on the interactions between nations that affected North American history in the colonial period and on the influence of the United States on world affairs

Period 61865-1898

THEME 7: AMERICAN AND REGIONAL CULTURE (ARC) This theme focuses on the how and why national, regional, and group cultures developed and changed as well as how culture has shaped government policy and the economy

Period 71890-1945

THEME 8: SOCIAL STRUCTURES (SOC) This theme focuses on how and why systems of social organization develop and change as well as the impact that these systems have on the broader society

Period 81945-1980

Period 91890-Present

DUE DATE: Assignments will be due the second week of class

PART I: MAPSPhysical Features Map

Directions: Identify the location of the features listed in the chart below and create a key to denote the type of feature (i.e. mountains, plateau, river, desert, etc.). You may use colors OR symbols to represent them!

Alaska River Rio Grande River North Atlantic Ocean Great Basin Appalachian MountainsMissouri River Hudson River Pacific Ocean Coastal Plains Rocky Mountains

Mississippi River Platte River The Great Lakes Coastal Range Sierra Nevada RangeOhio River Snake River Gulf of Mexico Colorado Plateau Cascade Mountains

Colorado River Columbia River Great Salt Lake Great Plains Alaskan RangeGila River Tennessee River Mojave Desert Sonoran Desert Koʻolau Range

KEY

Native Regions MapDirections: Label the identified tribes listed in the box below. The regions have been labeled for you – use that as a guide since we are looking at the dispersion of native peoples prior to European contact.

Abenaki Cheyenne Crow Kiowa Navajo PowhatanAleut Chickasaw Delaware Mandan Nez Perce Pueblo

Algonquin Chipewyan Hopi MassachusetTS Ojibway Seminole Apache Choctaw Huron Micmac Osage SenecaArapaho Comanche Inupiat Mohawk Paiute ShoshoneBlackfoot Cree Iroquois Mohegan Pawnee UteCherokee Creek Kanaka Maoli Natchez Pequot Zuni

Northeast & Southeast

Directions: Outline/label the location of the following list of items below on the map to your left and then answer the question that follows!

QUESTION: Identify one geographic feature from each region (one in the Northeast and one in the Southeast) and explain how it may have impacted the development of the United States.

Cape CodLong Island

Catskills Adirondacks Berkshires

Green Mountains

Mississippi DeltaCumberland Plateau

Blue RidgeOzark Plateau

Cumberland Plateau

Early European Settlements

Directions: Outline/label the location of the following list of items below on the map to your left and then answer the question that follows!

QUESTION: What different European nations settled North America?

Port Royal Sound (1562)St. Augustine (1565)

Roanoke Colony (1585-1587)Jamestown (1607)

Quebec (1608)Plymouth (1620)

New Amsterdam (1623)Salem (1626)Boston (1630)

Fort Christina (1638)Montreal (1665)

Charleston (1670)Philadelphia (1682)Annapolis (1683)

QUESTION: What pattern or commonality do you see in where these settlements are located?

QUESTION: What other geographical information (physical or cultural) would you need to assess the success of some settlements over others and explain how that would have had an impact on European development of North America.

Thirteen Colonies

Directions: Label the map of the Thirteen colonies with the colonies outlined in map to the below.

Proclamation of 1763ConnecticutDelawareGeorgia

Maryland

Massachusetts Bay Colony New Hampshire

New JerseyNew York

North CarolinaPennsylvania

Rhode Island and Providence PlantationsSouth Carolina

Virginia

PART II: READINGSDirections: Read and annotate (highlight, underline, pull out key information) the reading below and answer the questions that follow – handwritten answers ONLY.

A Gaspesian Indian Defends His Way of Life, 1641

Chrestien Le Clercq traveled to New France as a missionary, but found that many Native Americans were not

interested in adopting European cultural practices. In this document, LeClercq records the words of a

Gaspesian Indian who explained why he believed that his way of life was superior to Le Clercq’s. 

… the Indians esteem their camps as much as, and even more than, they do the most superb and commodious of

our houses. To this they testified one day to some of our gentlemen of Isle Percée, who, having asked me to

serve them as interpreter in a visit which they wished to make to these Indians in order to make the latter

understand that it would be very much more advantageous for them to live and to build in our fashion, were

extremely surprised when the leading Indian, who had listened with great patience to everything I had said to

him on behalf of these gentlemen, answered me in these words :

I am greatly astonished that the French have so little cleverness, as they seem to exhibit in the matter of which

thou hast just told me on their behalf, in the effort to persuade us to convert our poles, our barks, and our

wigwams into those houses of stone and of wood which are tall and lofty, according to their account, as these

trees. Very well! But why now, do men of five to six feet in height need houses which are sixty to eighty? For,

in fact, as thou knowest very well thyself, Patriarch—do we not find in our own all the conveniences and the

advantages that you have with yours, such as reposing, drinking, sleeping, eating, and amusing ourselves with

our friends when we wish? This is not all, my brother, hast thou as much ingenuity and cleverness as the

Indians, who carry their houses and their wigwams with them so that they may lodge wheresoever they please,

independently of any seignior whatsoever? Thou art not as bold nor as stout as we, because when thou goest on

a voyage thou canst not carry upon thy shoulders thy buildings and thy edifices. Therefore it is necessary that

thou prepares as many lodgings as thou makest changes of residence, or else thou lodgest in a hired house

which does not belong to thee. As for us, we find ourselves secure from all these inconveniences, and we can

always say, more truly than thou, that we are at home everywhere, because we set up our wigwams with ease

wheresoever we go, and without asking permission of anybody. Thou reproachest us, very inappropriately,

that our country is a little hell in contrast with France, which thou comparest to a terrestrial paradise, inasmuch

as it yields thee, so thou safest, every kind of provision in abundance. Thou sayest of us also that we are the

most miserable and most unhappy of all men, living without religion, without manners, without honour, without

social order, and, in a word, without any rules, like the beasts in our woods and our forests, lacking bread, wine,

and a thousand other comforts which thou hast in superfluity in Europe.Well, my brother, if thou dost not yet

know the real feelings which our Indians have towards thy country and towards all thy nation, it is proper that I

inform thee at once. I beg thee now to believe that, all miserable as we seem in thine eyes, we consider

ourselves nevertheless much happier than thou in this, that we are very content with the little that we have; and

believe also once for all, I pray, that thou deceivest thyself greatly if thou thinkest to persuade us that thy

country is better than ours. For if France, as thou sayest, is a little terrestrial paradise, art thou sensible to leave

it? And why abandon wives, children, relatives, and friends? Why risk thy life and thy property every year, and

why venture thyself with such risk, in any season whatsoever, to the storms and tempests of the sea in order to

come to a strange and barbarous country which thou considerest the poorest and least fortunate of the world?

Besides, since we are wholly convinced of the contrary, we scarcely take the trouble to go to France, because

we fear, with good reason, lest we find little satisfaction there, seeing, in our own experience, that those who are

natives thereof leave it every year in order to enrich themselves on our shores. We believe, further, that you are

also incomparably poorer than we, and that you are only simple journeymen, valets, servants, and slaves, all

masters and grand captains though you may appear, seeing that you glory in our old rags and in our miserable

suits of beaver which can no longer be of use to us, and that you find among us, in the fishery for cod which you

make in these parts, the wherewithal to comfort your misery and the poverty which oppresses you. As to us, we

find all our riches and all our conveniences among ourselves, without trouble and without exposing our lives to

the dangers in which you find yourselves constantly through your long voyages. And, whilst feeling compassion

for you in the sweetness of our repose, we wonder at the anxieties and cares which you give yourselves night

and day in order to load your ship. We see also that all your people live, as a rule, only upon cod which you

catch among us. It is everlastingly nothing but cod—cod in the morning, cod at midday, cod at evening, and

always cod, until things come to such a pass that if you wish some good morsels, it is at our expense; and you

are obliged to have recourse to the Indians, whom you despise so much, and to beg them to go a-hunting that

you may be regaled. Now tell me this one little thing, if thou hast any sense: Which of these two is the wisest

and happiest—he who labours without ceasing and only obtains, and that with great trouble, enough to live on,

or he who rests in comfort and finds all that he needs in the pleasure of hunting and fishing? It is true, that we

have not always had the use of bread and of wine which your France produces; but, in fact, before the arrival of

the French in these parts, did not the Gaspesians live much longer than now? And if we have not any longer

among us any of those old men of a hundred and thirty to forty years, it is only because we are gradually

adopting your manner of living, for experience is making it very plain that those of us live longest who,

despising your bread, your wine, and your brandy, are content with their natural food of beaver, of moose, of

waterfowl, and fish, in accord with the custom of our ancestors and of all the Gaspesian nation. Learn now, my

brother, once for all, because I must open to thee my heart: there is no Indian who does not consider himself

infinitely more happy and more powerful than the French.

Questions to Consider:

1. Context: Who is the author(s) (include a brief bio)? When did s/he write the piece (include some brief context)? Who is the audience? What was the agenda?

2. Why does the author compare the Native American housing ideal to that of the French? What does this suggest about the differences between the life-styles of the Native Americans and the French?

3. How does the author present the identity of the Native Americans? How does this compare to the European conception of them?

4. What impact does the author suggest that the French are having on Native American society? How does he defend this? Why?

5. What insights does this document have to offer about American society? Be Specific! [please be sure to consider author, agenda, bias, etc.]

The Legend of Moshup, 1830

Most Native American peoples shared information solely through the spoken word. These oral cultures present

unique challenges to historians, and force us to look beyond traditional written sources. Folk tales offer a

valuable window into the ways that Native Americans understood themselves and the wider world. The

Wampanoag legend of Moshup describes an ancient giant who lived on Martha’s Vineyard Island and offered

stories about the history of the region.

 

Once upon a time, in the month of bleak winds, a Pawkunnawkut Indian named Tackanash, who lived upon the

main land, near the brook which was ploughed out by the great trout, was caught with his dog upon one of the

pieces of floating ice, and carried in spite of his endeavours to Martha’s Vinyard Island….

When Tackanash and his dog arrived at the island, he found the man whose existence had been doubted by

many of the Indians, and believed to have been only seen by deceived eyes, heard by foolish ears, and talked of

by lying tongues, living in a deep cave near the end of the island, nearest the setting sun. And this was the

account which Tackanash on his return gave the chiefs of the strange creature. He was taller than the tallest tree

upon Nope, and as large around him as the spread of the tops of a vigorous pine, that has seen the years of a full

grown warrior. His skin was very black; but his beard, which he had never plucked nor clipped, and the hair of

his head, which had never been shaved, were of the color of the feathers of the grey gull. His eyes were very

white, and his teeth, which were only two in number, were green as the ooze raked up by the winds from the

bottom of the sea. He was always good-natured and cheerful, save when he could not get plenty of meat, or

when he missed his usual supply of the Indian weed, and the strong drink which made him see whales chasing

deer in the woods, and frogs digging quawhogs. His principal food was the meat of whales, which he caught by

wading after them into the great sea, and tossing them out, as the Indian boys do black bugs from a puddle. He

would, however, eat porpoises, when no larger fish were to be had, and even tortoises, and deer, and rabbits,

rather than be hungry. The bones of the whales, and the coals of the fire in which he roasted them, are to be seen

now at the place where he lived. I have not yet told my brothers the name of this big man of Nope—it was

Moshup.

I hear the stranger ask, “Who was he?” I hear my brothers ask, “Was he a spirit from the shades of departed

men, or did he come from the hills of the thunder? I answer, he was a Spirit, but whence he came, when first he

landed in our Indian country, I know not. It was a long time ago, and the Island was then very young, being just

placed on the back of the Great Tortoise which now supports it. As it was very heavy the tortoise tried to roll it

off, but the Great Spirit would not let him, and whipped him till he lay still.

Moshup told the Pawkunnawkut that he once lived upon the main land. He said that much people grew up

around him, men who lived by hunting and fishing, while their women planted the corn, and beans, and

pumpkins. They had powwows, he said, who dressed themselves in a strange dress, muttered diabolical words,

and frightened the Indians till they gave them half their wampum. Our fathers knew by this, that they were their

ancestors, who were always led by the priests—the more fools they! Once upon a time, Moshup said, a great

bird whose wings were the flight of an arrow wide, whose body was the length of ten Indian strides, and whose

head when he stretched up his neck peered over the tall oak-woods, came to Moshup’s neighbourhood. At first,

he only carried away deer and mooses; at last, many children were missing. This continued for many moons.

Nobody could catch him, nobody could kill him. The Indians feared him, and dared not go near him; he in his

turn feared Moshup, and would seek the region of the clouds the moment he saw him coming. When he caught

children, he would immediately fly to the island which lay towards the hot winds. Moshup, angry that he could

not catch him, and fearing that, if the creature hatched others of equal appetite and ferocity, the race of Indians

would become extinct, one day waded into the water after him, and continued in pursuit till he had crossed to

the island which sent the hot winds, and which is now called Nope. There, under a great tree, he found the

bones of all the children which the great bird had carried away. A little further he found its nest, with seven

hatched birds in it, which, together with the mother, he succeeded after a hard battle in killing. Extremely

fatigued, he lay down to sleep, and dreamed that he must not quit the island again. When he waked, he wished

much to smoke, but, on searching the island for tobacco, and finding none, he filled his pipe with poke, which

our people sometimes use in the place of tobacco. Seated upon the high hills of Wabsquoy, he puffed the smoke

from his pipe over the surface of the Great Lake, which soon grew dim and misty. This was the beginning of

fog, which since, for the long space between the Frog-month and the Hunting-month, has at times obscured

Nope and all the shores of the Indian people. This was the story which Moshup told Tackanash and his dog. If it

is not true, I am not the liar…”

Questions to Consider:

1. Context: Who is the author(s) (include a brief bio)? When did s/he write the piece (include some brief context)? Who is the audience? What was the agenda?

2. Based on the reading [The Legend of Moshup] what hesitations might historians have in using this as fact? Why?

3. What insights does this document have to offer about Native American society? Be Specific! [please be sure to consider author, agenda, bias, etc.]

4. What insights does this document offer to the Europeans? What effect would this document have on the colonization of Europeans? Explain.

PART III: VOCABULARYAP United States History 2020 Summer Vocabulary

Directions: Use whatever means necessary to properly define these words.  There is no requirement for “length” of a definition, but know that this list maybe used on your first quiz and test so your definition should be thorough and to your understanding.VOCABULARY DEFINITION

Contextualization

Maize

Tenochtitlán

Cahokia

Iroquois

“Christian Liberty”

Caravel

Reconquista

Columbian Exchange

Peninsulares

Mestizos

Encomienda System

Black Legend

Pueblo Revolt

Popé

Huguenots

Métis

Patroons

Wampum

PART IV: Video

America Before Columbus Questions

Watch the video: https://www.youtube.com/watch?v=F-WdMD4HaxQ. Then answer the questions in complete sentences.

Prologue1) What is the importance of the year 1491?2) What are the big 5 domesticated animals which gave Europeans, Africans and Asians a hugeadvantage over Natives?3) What food source fueled the Aztecs in Mexico and mound builders (Cahokia) in North America andhow was it created?4) What are the advantages of the potato, a food source which fueled the Incans Empire high in theAndes mountains?5) What were the only two domesticated animals in the New World AND what advantages did theyhave over their European counterparts?6) The Southwestern United States is a dry region. What native civilization was wiped out despitebuilding the highest and largest buildings in North America after the climate warmed and dried outcenturies ago? How do we know when things dried out and the last tree was cut down?

Part I. Columbus Reaches the Americas, Impact:1) How many million people live in the Americas in 1491?2) How are the cultures and people of the Americas different than Europe?3) Why could one call the Spanish arrival a ‘stampede’?4) What resource does the narrator describe as the “perfect source of food”?5) How does the animal in question serve as a staple food for some and a curse for others?6) What was the “hidden passenger” on board European ships and what were the consequences?Part II. The Great Dying:1. What was the impact of sheer number of Native American deaths on Latin-American Society?2. What was the unwelcome passenger which followed the Europeans back to Europe with deadlyconsequences in Europe?

Part II. A New Wave of Settlement in the 17th Century:1. After 1492, who became the unexpected new “superpower of Europe?”2. There was no gold in the rivers, but what did Europeans find there that amazed them?3. How long does it take for European settlements to encounter ‘overfishing’?4. Why were American trees ‘doomed’?5. Other than the actor’s head who is chopping down a tree, what other areas of the Americas does thenarrator describe as ‘completely bald’?6. Europeans create the new world in the image of ______________________________________.(Briefly explain what this phrase means)

Part IV A “New” New World:1. List some of the new items do Europeans bring to the new world?2. What unwelcome guests do the Europeans bring with them in their bags of seeds?3. How do these new items impact the Americas?4. What is the Columbian Exchange and its impact on the world?5. What impact does the potato have and why does it thrive in Europe?

6. Only one animal native to the Americas ends up in Europe. Which animal becomes widely adopted there?7. Why did Columbian Exchange impact America’s environment so much less than Europe’s?

Part V.1) As students today, 500 years later, what do you believe Columbus and Isabella would say if they couldsee The New World in the present moment

PART V: Writing

Choose one of the following assignments below to complete.

Advanced Placement courses require a considerable amount of reading and writing, and I want to give you an assignment that will help me evaluate which research and writing skills we may want to dedicate time to during our time together. This is not meant to be a difficult assignment, but I ask you to take it seriously and complete it in a timely fashion.

Here’s the assignment: Write a two to three-page paper about a local (North Carolina/regional) topic that holds historical significance to American History. This can include people, places, events, or things. If you are not sure if an idea is acceptable, email and I will help you. You may write more if you like, but be sure to use 12 pt. font, Times New Roman, 1” margins, and 2 line spacing. You should consult and cite at least three sources, and ensure that your paper does the following tasks:

Describe the topics in a fair amount of detail. (Consider what you would say to a student that is not familiar with your subject - what would you say to them to help them understand what you’re talking about?)

Explain what about this topic makes it significant. What is the greater impact of the topic you are describing on American history and society? What has your topic changed about our nation?

Explain why you find that subject interesting so that other people might be interested in it, too. (Maybe you should talk about how that subject changed the course of history, or why your subject is surprising. But try to explain why people might share your interest in your subject if they learned something about it.)

As with all of our assignments in AP US History, I expect your paper to represent your own best work. You may quote research you find, but it should always be clearly indicated when you are using another’s words. (And those words should not account for a significant part of your paper!) Copying work from sources without attribution or copying work from classmates will substantially affect your grade.

Write a short paper (two to three pages) on a tribe that existed in North America prior to 1491. If you need help with locating a tribe, email and I will help you. You may write more if you like, but be sure to use 12 pt. font, Times New Roman, 1” margins, and 2 line spacing. You should consult and cite at least three sources, and ensure that your paper does the following tasks:

Describe the tribe in a fair amount of detail. (Consider what you would say to a student that is not familiar with your subject - what would you say to them to help them understand what you’re talking about?)

Explain the key factors that impact the development of the society? What makes this tribe different from other tribes in North America? (Ex. Farmers, hunters-gathers, etc.) Explain how and why your native population in the period before European contact interacted with the natural environment in North America.

At the end of your paper you should include how your tribe perceived Europeans and how the Europeans impacted the society.

As with all of our assignments in AP US History, I expect your paper to represent your own best work. You may quote research you find, but it should always be clearly indicated when you are using another’s words. (And those words should not account for a significant part of your paper!) Copying work from sources without attribution or copying work from classmates will substantially affect your grade.