APUSH Summer 2014 Assignment - …02c25bb.netsolhost.com/ns/student/pdf/2014summerreading/APUSH... · APUSH Summer 2014 Assignment Welcome to Advanced Placement U.S. History! The

APUSH Summer 2014 Assignment

Welcome to Advanced Placement U.S. History! The 2014-2015 academic year will be a very

busy one as we prepare for the Advanced Placement exam in May 2015. APUSH is a rigorous college-level course that will require extensive background knowledge in U.S.

History and well-developed historical analysis skills. Due to the nature of the course,

much of the burden of learning the content will be placed on you, the student—we will not

be able to accomplish everything during class time alone and it is important that class time

is spent focusing on the development of AP Skills. As a result, being a student in APUSH will

require a great deal of outside work coupled with effective time-management skills, as many

of you will be very busy with other courses and activities as well.

To demonstrate your abilities as a self-directed learner, every APUSH student will be

required to complete the following summer assignment that will be due the first day of

class. The summer assignment is broken into four parts:

Part 1 Guided Reading & Review (31 points)

Part 2 Guided Reading & Review (35 points)

Essay Planning Guide (20 points)

Colonial America Map Activity (14 points)

Summer Assignment Total Value: 100 points

IMPORTANT DIRECTIONS:

1. To complete the summer assignment you will need to access the following link for By the

People: A History of the United States: http://www.livebinders.com/play/play?id=1207960

. When you go to the link you will be asked to enter an Access Key- “viator”. The website

will contain both Part 1 and Part 2 of the textbook in a PDF- you may upload them to

Notability if you would like to annotate the text as you read.

2. EACH ANSWER IS TO BE HANDWRITTEN IN YOUR OWN WORDS- typed answers

will not be accepted and the student will be given a zero on the summer assignment.

Additionally, students are to complete their own work- students caught cheating

(using another’s work, supplying work to another, working with a student, plagiarizing,

etc.) will receive a grade of failure on the assignment and the school’s academic

integrity process will be followed.

3. It is important that you READ THE TEXT- don’t skim for the answers, seek out other

sources (ex. websites, etc.), or attempt to simply rely on the summaries at the end of

each chapter- if you do you will be unable to sufficiently answer the questions given.

Keep in mind the guided readings and reviews are in preparation for TWO tests that will

be given the first two weeks of school- it is your responsibility to learn the content and

material discussed in parts 1 and 2 as there will be very limited time in class to discuss

the topics in great detail before the exams.

4. Pay attention to the key terms and people listed at the beginning of the questions for

each corresponding chapter- in addition to the questions in the guided reading you will

be responsible for this content as well. (Note: the key terms/people given are not always

the bolded words in the text.)

5. Finally, please pace yourself- if you wait until the last week before school starts to begin

this assignment you will not be giving yourself enough time to properly learn the

material. It is recommended that you create an assignment calendar beginning in July

dividing the guided readings by chapter and section- if you follow an assignment

calendar plan on having the guided readings completed by the end of the second week

of August you will have a week to complete your essay planning guide and map

assignment before classes begin.

http://www.livebinders.com/play/play?id=1207960

By the end of this summer assignment you should be able to:

1. Describe what the archeological record tells about the arrival, development, and cultures of the first

peoples of North America.

2. Describe the diversity of Amerindian cultures in the U.S. on the eve of their encounter with the

Europeans.

3. Describe the changes in Europe that led to Columbus’s voyages and that shaped European attitudes

when encountering the peoples of the Americas.

4. Describe the political, cultural, and religious developments in Africa that would shape contact between

Europeans and Africans in the Americas.

5. Contrast developments in Asia with those in Europe at the time when Europeans first reached the

Americas.

6. Explain the reasons behind the voyages of Columbus and early Spanish encounters with the peoples of

the Caribbean, Mexico, and South America.

7. Explain how the Protestant Reformation and the development of the nation-state changed Europe and

European ideas about how best to settle and govern America.

8. Analyze early Spanish and French exploration in North America- what is the present day U.S.

9. Explain English explorers, privateers, why the English began to settle North America, and how slavery

was introduced into the English colonies.

10. Analyze the relationship between politics in England, internal colonial tensions, and life in the English

colonies in North America during the 1600s.

11. Explain France’s growing role and power in North America and its impact on English and Spanish

colonies.

12. Analyze the impact of Indian uprisings and the expansion of other European powers on Spain’s colonies

in New Mexico, Texas, and California.

13. Analyze the impact of England’s Glorious Revolution on the thinking and political organization of British

colonists in North America.

14. Explain why and how slavery developed as it did in the late 1600s and early 1700s.

15. Analyze the changes in the ideas and daily lives of the people in British North America in the 1700s as a

result of events within and beyond the colonies.

Some Final Words of Advice:

1. Enjoy your summer. These few assignments should not consume all of your free time this summer. Go to

the movies, take a swim, or go shopping with your friends. You will wish for that free time during the

school year! 2. Explore history. If you take a vacation, see if you can stop at an historical marker along the way. Or, do a

little research about the place you are visiting. Take the time to start thinking historically. History is all

around you if you allow yourself to see it!

3. Read. Try to read several books over the course of the summer. You will do a ton of reading in this class

next year and if you are not in the habit of turning pages, it will be much more difficult to adjust. Read

fiction, if that is your choice, but try picking up a historical book as well. There are some real page-

turners about American history. Ask at the library and they will be delighted to steer you in the right

direction.

4. Write. Keep a journal for the summer, or try to write a short story. The more you write the easier it is to

write well. You will do a lot of writing in this class. The more comfortable you are with writing the more

successful you will be.

5. Become an informed citizen. Read the newspaper. Watch CSPAN. Listen to NPR. Try to keep updated on

the world’s events. Develop an opinion about Obama’s successes and failures as a president.

6. Learn your geography. Geography is going to play an important part of this course. Do you know all 50

states? Learn them. Can you find the major mountain ranges of the US on a map? What about rivers,

oceans and lakes? Memorize them! How about other continents: do you know the locations of countries in

Latin America? Europe? Asia? The more you know about geography the farther ahead you will be.

7. Watch history movies! Do you really need to watch Captain America 2 again? Of course not! If you have a

free evening – try to watch something historical. Visit http://www.historyplace.com/films/index.html for

suggestions, or type “good history movie” into Google and see what comes up!

8. Memorize the Presidents and their major accomplishments. This will help you prepare for the AP

exam in May, so you may as well get a jump start. Try to do them in blocks of 3: Washington, Adams,

Jefferson (pause) Madison, Monroe, Adams …

9. Explore your family history. Stuck for a conversation starter at dinner? Ask your elders what it was like

growing up. Do they remember any significant events in American history? How were they affected?

You’ll be surprised how interesting people’s lives really are.

http://www.historyplace.com/films/index.html

APUSH Name: _________________________

Summer Assignment _____/31

Part 1 Guided Reading & Review Part I: Using Chapters 1 and 2 of the text answer the questions below. Make sure to provide a complete

handwritten answer as this will be your study guide for the test that will be given the first week of school

on this unit. In addition, pay attention to the key terms and people listed for each chapter- these are the

terms you will be responsible for on the test. For each item you should not only be able to identify it but

also explain its connection/significance to the chapter and American history. Note: Each question is

worth ½ point each unless indicated otherwise. (22 points)

Chapter 1- Key Terms & People

Bering Land Bridge

Clovis people

Anasazi

Cahokia

Mound Builders

Pueblo

Hopi

Shasta

Iroquois Confederacy

Aztec

Maya

Inca

Leif Erickson

Black Death

Prince Henry the Navigator

Reconquista

Ghana

Mali

Songhay

Chapter 1- Section 1

1. How do most anthropologists explain the peopling of North America? Cite evidence they use to

support this explanation.

2. How have recent discoveries related to the peopling of America changed our understanding of the

first American immigrants? Provide specific examples.

3. How did the environment of the southwest shape Anasazi culture and civilization? Provide two

specific examples.

4. How did the adoption of settled agriculture shape the development of Cahokia society?

Read the American Voices “The Natchez Tradition, ca.800” to answer questions 5-6.

5. How does the story teller explain the migration patterns of his people?

6. What light does the story shed on relations between Amerindian peoples before the arrival of

Columbus in the Americas?


7. What other terms does the text use besides American Indian to describe the first peoples of Native

America? What terms do most descendants prefer?

8. What similarities did most Amerindians have in common? Provide three. What caused their

cultures and civilizations to develop differently from one another?

9. Why do historians believe the Cahokia civilization declined in the mid-1300s?

10. How would you explain the fact that after the demise of the Cahokia no urban center of similar

size and sophistication emerged to take its place?

Read the American Voices “Richard Hakluyt, The True Pictures and fashions of the People in that

Part of Americans Now Called Virginia, 1585” to answer questions 11-12.

11. Based on this document, what picture might an Elizabethan reader have formed about the

conditions in Virginia?

12. In your opinion, how useful is this document as evidence of the true nature of Amerindian

societies in Virginia? Support your opinion with specific examples from the text using the section

titled “The Iroquois Confederacy and the Tribes of the Atlantic Coast”.

13. Complete the following chart as you read about the three empires below. (1 point)

Aztec Maya Inca

Location

Religion &

Culture

Government

Economy

14. Describe the world views of most Amerindian peoples in regards to alliances and war? What

impact did this have when the Europeans arrived?


15. Describe life in Europe during the 1400s.

16. What were the long-term consequences for Europe of the fall of Constantinople to the Ottoman

Empire in AD1453?

17. What were the motives of Prince Henry “the Navigator” for exploration? Provide three.

18. Using the examples of England, France, and Italy, what conditions needed to be present in order

for a country to engage in exploration? Provide two. Why did Spain take the lead in westward

expansion?


19. How did trade affect the development of Ghana, Mali, and Songhay?

20. Why were Europeans unable to dictate the terms of their economic relationships with West and

Central African states?

21. What made traditional slavery in Africa different from the slave trade that emerged in the 15th

century?


22. Compare Europe and Asia on the eve of European westward expansion- How did China compare

to England in population, military capacity, and power?

23. Write a thesis statement answer the following question: Why did China fail to take the lead on

global exploration that began in the 15th century?


Christopher Columbus

Taino

Amerigo Vespucci

Treaty of Tordesillas

Mestizo

Mulatto

Silk Road

Colombian Exchange

Hernán Cortés

New Spain

Francisco Pizarro

Bartolomé de Las Casas

encomienda

conquistadores

Ninety-Five Thesis

Protestant Reformation

nation-state

Peace of Augsburg , 1555

Peace of Westphalia

Ponce de León

Pánfilo de Narváez

Marcos de Niza

Seven Cities of Cibola

Francisco de Coronado

Hernando de Soto

Juan Rodriquez Cabrillo

St. Augustine

primogeniture

New Mexico

Don Juan de Oñate

John Cabot

Anglicans

Puritans

Spanish Armada, 1588

privateer

Walter Raleigh


24. What do Columbus’s words and actions arriving in the new World tell us about his motives for

making his voyages?

Read the American Voices “The Dedication of Columbus’s Log to the King and Queen of Spain,

1492” to answer questions 25-26.

25. What connection did Columbus make between Spain’s defeat of Muslim Granada, the expulsion

of the Jews from Spain, and his own voyage across the Atlantic?

26. What does the document suggest about the role of religion in motivating Spain’s efforts at

overseas exploration and expansion?

27. Why did native populations decline so rapidly after 1492? Provide examples/data. Which cause

for this was most important, why?

28. Who were the “winners” and “losers” in the shift toward an ocean-focused global trade system?

29. Explain how the outnumbered Europeans were able to defeat the Aztecs and Inca.

Read the American Voices “Bartolomé de Las Casas, The History of the Indies, 1550” to answer

questions 30-31.

30. What kinds of abuses did Las Casas identify? What motives did he imply were behind Spanish

brutality?

31. Who might Las Casas have been hoping to influence by publicizing Spanish abuses in the New

World?


32. What role did the printing press play in the Reformation?

33. How did political and religious developments in 16th-century Europe shape the course of

European settlement in the Americas?


34. Why did the French try to colonize Florida? What happened to the Narváez expedition as a

result?

35. What did the Spanish survivors of the French expedition (de Vaca, Dorantes, Maldonado, and

Esteban) learn from their mistakes in their exploration of Texas?

36. What can account for the failure to follow up on the De Soto, Coronado, and Cabrillo

expeditions? Why did Spanish authorities remain uninterested in this territory for so long?

37. How did the Pueblos respond to early Spanish efforts to find gold in their territory? What does

their response tell you about their strategies for dealing with these newcomers?

38. How was Spanish settlement of Florida different than Spanish settlement of Mexico and Peru?

When did the Spanish officially give up the colony of Florida?


39. What were the motives behind the Cartier and Verrazano expeditions? How did they differ from

French interest in settling Fort Caroline, Florida in 1562?

40. What caused the French to remain uninterested in North America immediately after Cartier’s

exploration?


41. How did events in the decades before Elizabeth I came to the throne shape her religious policies?

42. By the late 1500s what was the primary focus of the English visiting the Americas? What impact

did this have on the English role in the colonies and the world?

43. Why did contemporaries see most of the European expeditions in North America during the

1500s as failures?

_____________________________________________________________________________________

Part II: After completing the guided reading questions above please take the AP Practice Test for Part 1

on pp 57-60. Record your handwritten answers below. Make sure to read the directions given for the

short and long answer essay questions. (9 points)

Section 1- Multiple Choice: Answer each of the following multiple choice questions and record your

letter choice below. (1/4 point each)

1.1 1.5 1.9 1.13

1.2 1.6 1.10 1.14

1.3 1.7 1.11 1.15

1.4 1.8 1.12 1.16

Section 2- Short Answer Questions: If your last name begins with an A-K answer question 1.17; if your

last name begins with L-Z answer question 1.18. Please list the question number (1.17 or 1.18) that you

will be responding to below before beginning and use complete sentences. If letter options are provided

in the prompt organize your answer accordingly. (5 points)

Section 3- Long Essay Question: If your last name begins with an A-H answer question 1.19; if your last

name begins with I-Z you will be responding to one of the long essay questions for Part 2. Do not write

an essay- instead use the provided Essay Planning Guide to construct your response. (20 points- will be

awarded separately from the Part 1 Guided Reading Grade)

Section 4- Document-Based Question: Do not complete.

APUSH Name: _________________________


Part 2 Guided Reading & Review Part I: Using Chapters 3 and 4 of the text answer the questions below. Make sure to provide a complete

handwritten answer as this will be your study guide for the test that will be given the second week of

school on this unit. In addition, pay attention to the key terms and people listed for each chapter- these

are the terms you will be responsible for on the test. For each item you should not only be able to identify

it but also explain its connection/significance to the chapter and American history. Note: Each question is

worth ½ point each unless indicated otherwise. (25 points)


Jamestown

John Smith

Powhatan

Virginia Company

Agricultural Revolution

Puritans

Separatists

Pilgrims

Mayflower Compact

Plymouth Colony

William Bradford

Massasoit/Squanto

Massachusetts Bay Colony

John Winthrop

Fundamental Orders of

Connecticut

Roger Williams

Anne Hutchinson

Halfway Covenant

Proprietary colony

headright system

Henry Hudson

patroons

William Penn

Quakers

James Ogelthorpe

John Rolfe

indentured servants

English Civil War

Pequot War

King Philips war

Bacon’s Rebellion

Samuel de Champlain

Pueblo Revolt


1. Why didn’t the European’s settle North America in the 1500s? What was their primary economic

activity in North America during this time period?

2. What problems did the settlers in Jamestown face in 1607-1608? Be specific.

3. How AND why did the relationship between the Jamestown colonists and the local Indians

change during the settlement’s first two decades?

4. How did the purpose AND funding of Jamestown (Virginia) change over the first two decades?

5. Describe the makeup of passengers on the Mayflower.

6. What kind of society did the Pilgrims hope to establish? In this context, why did North America

seem like a good place to settle? Could this still be difficult to attain (examine the makeup of the

passengers on the Mayflower)?

Read the American Voices “Of Plymouth Plantation, by William Bradford, 1630-1651” to answer

questions 7-8.

7. What challenges did the first Plymouth settlers face?

8. What does Bradford’s account tell us about the importance of Native American peoples to the

initial survival of the settlement?

9. How did the values of the Massachusetts Bay Colony impact America’s future beliefs on

government, religious freedom and dissent, and education? Provide specific examples.

10. Name two ways that the Maryland colony was different than earlier colonies.

11. What country settled New Amsterdam? What was the religious and ethnic makeup of the settlers?

How did the English acquire it?

12. Compare the socio-economic systems that developed in Carolinas to the other colonies. What

caused them to differ?

13. Where and when did slavery begin in the thirteen colonies?

14. What was the nature of slavery in British North America before the 1680s? Be specific.


15. How did the English Civil War shape the development of British North America?

16. What caused friendly relations to collapse between the Indians and colonists in New England

during the 1600s?

Read the American Voices “Mary Rowlandson, The Sovereignty and Goodness of God, 1682” to

answer questions 17-18.

17. What connections can you make between this passage and the title of Rowlandson’s work?

18. How would you explain the Indians’ decision to take captives rather than simply killing all the

town’s inhabitants? What uses might they have had for such captives?

Read the American Voices “The Declaration of the People by Nathaniel Bacon, General, 1676” to


19. What does the excerpt from Bacon’s declaration tell us about the underlying causes of social

tensions during the mid-1600s in Virginia?

20. What role did Bacon and his followers believe the colonial government should play in Virginia?

How might their views have differed from those of Berkeley and his supporters?

21. What was the significance of Bacon’s Rebellion on early American history?

22. Compare and contrast Maryland, New York, and Pennsylvania in the 1600s. How would you

explain the differences you note?


23. How did the fur trade reshape relations between the Indian peoples who participated in it?

24. Compare and contrast Anglo-Indian and Franco-Indian relations. How would you explain the

differences you note?

25. What are the origins of “Illinois” and “Chicago”?

26. List three of the most important French expeditions- include the route and long-term

consequences.

Read the American Voices “Journal of the Voyage of Father Jacques Gravier, of the Society of

Jesus…” to answer questions 27-28.

27. What kinds of communities did Father Gravier encounter on his journey?

28. What does Father Gravier’s account suggest about the nature of French settlement along the

Mississippi River in 1700?


29. What role did religion play in the Pueblo revolt?

30. What were the primary motives behind Spanish expansion in North America during the 1700s?


Peter Zenger

Glorious Revolution

divine right of kings

John Locke

natural rights

middle passage

Olaudah Equiano

Stono Rebellion

Act of Union

Salem witch trials

Smallpox vaccine

Benjamin Franklin

mercantilism

capitalism

Navigation Acts

Triangle Trade

Thomas Bell

Age of Enlightenment

First Great Awakening

Jonathan Edwards

George Whitefield

Albany Plan of Union


31. Compare and contrast British ideas of kingship before and after the Glorious Revolution. What

was the most important change brought about by the events of 1688 and 1689?

32. What impact did the Glorious Revolution and John Locke have on the political landscape of

British North America?


33. How and why did the relationship between slavery and race in British North America change

between 1650 and 1750? Be specific.

34. Describe the sequence of events that took the typical African slave from his or her homeland to

the Americas. What physical and psychological hardships did slaves experience during this

journey?

35. What led to the Stono Rebellion in 1739? What was its impact on the colonies?

36. What events led to the execution of thirty Africans in New York in 1741?

37. What is the difference between a “society with slaves” and a “slave society” AND how did part

of North America become the latter?


38. What was life like for women living in British North America in the 1700s? In your description

make sure to discuss hardships, responsibilities, and social contact.

39. How did colonial cities transform themselves in the 1700s? Be specific.

Read the American Voices “Benjamin Franklin, The Way to Wealth, 1757” to answer questions 40-41.

40. What values did Franklin endorse?

41. What groups in colonial society would have been most likely to see Franklin’s values as their

own? Why?

42. How did Americans respond to the Navigation Acts? What impact did they have on American

history?

43. How did social classes begin to change in the 1700s?

Read the American Voices “Thomas Bell, A Very Different American Life” to answer questions 44-45.

44. How would you explain Bell’s fame during his own lifetime? Why might his successful act of

impersonation have captured the imagination of the colonial public?

45. What role did newspapers play in creating Bell’s fame? What does his story tell us about the role

of the newspapers in colonial popular culture?

46. What were the goals of the leaders of the First Great Awakening? How did they try to achieve

them?

47. What impact did the First Great Awakening have on American society?

Read the American Voices “Jonathan Edwards, A Treatise concerning Religious Affections” to


48. How did Edwards define “true religion”?

49. What does this passage tell us about Edwards’s views on the state of contemporary colonial

religious practice?

50. How did wars between Europe’s powers disrupt life in colonial America? What impact did these

wars have on the colonies?

Part II: After completing the guided reading questions above please take the AP Practice Test for Part 2

on pp 125-128. Record your handwritten answers below. Make sure to read the directions given for the

short and long answer essay questions. (10 points)

Section 1- Multiple Choice: Answer each of the following multiple choice questions and record your

letter choice below. (1/4 point each)

2.1 2.7 2.12 2.17

2.2 2.8 2.13 2.18

2.3 2.9 2.14 2.19

2.4 2.10 2.15 2.20

2.5 2.11 2.16 2.21

2.6

Section 2- Short Answer Questions: If your last name begins with an A-K answer question 2.22; if your

last name begins with L-Z answer question 2.23. Please list the question number (2.22 or 2.23) that you

will be responding to below before beginning and use complete sentences. Please organize your response

using the letter options provided and list the letter you are responding to before each answer. (5 points)

Section 3- Long Essay Question: If your last name begins with an A-H you should have already

responded to question 1.19 (essay in Part 1) and you do not need to complete this section; if your last

name begins with H-N please respond to question 2.24; if your last name begins with O-Z respond to

question 2.25. Do not write an essay- instead use the provided Essay Planning Guide to construct your

response. (20 points- will be awarded separately from the Part 2 Guided Reading Grade)

Section 4- Document-Based Question: This will be completed in-class.

APUSH Name: _________________________


Essay Planning Guide Directions: Complete the planning guide below for your assigned essay AFTER completing the

corresponding guided readings- a zero will be given if you fail to complete the correct essay. Please

handwrite in your own words referencing ideas learned from the text using complete sentences for each

part of the planning guide. Note: You may not copy from the textbook or use other sources to complete

this response. Make sure you read each direction carefully and your response is complete.

Some Reminders:

1. Maintain PAST TENSE and write in THIRD PERSON (no- I, me, we, us, you, etc.)

2. A proof is SPECIFIC EVIDENCE- think key terms, people, and events. Do not

provide a broad generalization and try to pass it off as a proof. For example, if

writing a paragraph on the impact of technology on World War I a broad

generalization would be mentioning that there was chemical warfare used; a piece of

specific evidence would be a discussion on poison gas referencing the use of mustard

and phosgene.

3. When providing analysis remember that it must tie back to that portion of your thesis

statement being discussed in your body paragraph- if you are unable to do that you

are not making the proper argument.

Essay assignments- if your LAST NAME begins with…

A-G: Analyze the similarities and differences in TWO of the following American Indian

cultures on the eve of their encounter with Europeans: Pueblo people of the

Southwest; Tribes of the Mississippi Valley; Aztec, Mayan, and Inca Empires.

H-N: Some historians have described Native Americans during the sixteenth to the

eighteenth centuries as occupying not the “frontier,” but the “middle ground.”

Support, modify, or refute this contention using specific evidence.

O-Z: Some historians have argued that the settlement of the English colonies was

undertaken in haphazard manner, with little regard to geography, climate, peoples,

or practical demands of the New World. Support, modify, or refute this contention

using specific evidence.

* * * * * * * * * * *

Essay Topic: __________________________________________________________

Introduction

Broad Idea- who, what, where, when:

Historical Event- this needs to be a specific incident with a date:

Thesis Statement- must take a stance and have THREE parts (number each part):

Body Paragraph One

Topic Sentence- must be part one of your thesis:

(body paragraph one cont.)

Proof One with Analysis:

Proof Two with Analysis:

Proof Three with Analysis:

Overall Analysis:

Transition:

Body Paragraph Two

Topic Sentence- must be part two of your thesis:




Overall Analysis:

Transition:

Body Paragraph Three

Topic Sentence- must be part three of your thesis:




Overall Analysis:

Transition:

Conclusion

Restate thesis:

Immediate Impact:

Future Historical Impact- you may not have a “happily ever afterism” here- meaning that you cannot say

something like “and this why America is the way it is today”.

APUSH Name: _________________________


Colonial America Map Activity

Label each of the original thirteen colonies on the map of colonial America using page 117 of the text (1/4 point

each). Next to each of the colonies listed below, write down the year in which it was founded (reference Chapter

3-1 for help) (1/4 point each).

Connecticut- _______________

South Carolina - _______________

Delaware- _______________

Georgia- _______________

Maryland- _______________

Massachusetts- _______________

New Hampshire- _______________

New Jersey- _______________

New York- _______________

North Carolina- _______________

Pennsylvania- _______________

Rhode Island- _______________

Virginia- _______________

Label each of the following settlements using page 117 of the text (1/4 point each). Spanish Florida New France

Use the maps on pages 64, 117 to identify the following settlements. Indicate each of their locations with their

corresponding number on the map (1/4 point each).

1. Boston

2. Charles Town (Charleston)

3. Hartford

4. Jamestown

5. Montreal

6. New Amsterdam

7. Plymouth

8. Providence

9. Quebec

10. Roanoke

11. Salem

12. Savannah

13. Williamsburg

14. St. Augustine

15. New Orleans

Label the following physical features on the map using pages 64, 41, (1/4 point each).

Appalachian Mountains

Gulf of Mexico

Chesapeake Bay

Hudson River

St. Lawrence River

Mississippi River

Ohio River

Lake Superior

Lake Michigan

Lake Huron

Lake Erie

Lake Ontario

Atlantic Ocean

Documents

APUSH Summer 2014 Assignment - …02c25bb.netsolhost.com/ns/student/pdf/2014summerreading/APUSH... · APUSH Summer 2014 Assignment Welcome to Advanced Placement U.S. History! The