Dual Enrollment US History Summer Assignment

Welcome to DE US History. Your junior year will be challenging, but we hope it will also be beneficial as you begin to prepare for college, and maybe even a little fun! THIS ASSIGNMENT IS NOT THE SAME AS THE AP SUMMER ASSIGNMENT. If you plan to take APUSH, you need to get the AP Summer Assignment. This summer assignment is designed to “jump start” the course and allow for a more reasonable pace during the school year. The purpose of this assignment is to allow you to enter the course with some prior knowledge, and at the same time, give you an idea of what the class workload will be like over the course of the year. The more thought and effort you apply to this assignment, the better prepared you will be for this course. This assignment will be due the FIRST CLASS. In addition, your first 2 major grades of the year will be a UNIT EXAM covering the material in this assignment and a short answer writing assignment based on the 4 questions at the end of this packet. The test will be given during the second week of school. The test will be based upon the summer assignment & is how you will learn much of the information for your first exam of the class. If you do not do this summer assignment, you will likely not pass the first test, the first writing assignment, and likely fail the first quarter.

Thisassignmenthasfourparts:1. Textbook Assignments [REQUIRED] Enclosed are chapter assignments from the first four chapters of our class textbook- America’s History by James Henretta. Each assignment consists of two parts: 1) Chapter Terms and 2) Chapter Questions. When completing Chapter Terms, students will be asked to identify each term, and to also state the significance of each term. For each Chapter Question, students will be asked to provide a detailed and thoughtful written response. Textbooks will not be handed out for this assignment. Instead, students will be asked to use an electronic version of the textbook, located on the ACPS website (https://www.acps.k12.va.us/TCSummerAssignments) Students with no internet or computer access MUST obtain a textbook from Mr. Deville before summer vacation. (Room B209). It is YOUR responsibility to obtain a textbook if you will not be able to access the online version. The summer assignment will be due on the FIRST DAY OF CLASS in September. 2. Howard Zinn’s A People’s History of the United States: Chapter 1. [REQUIRED] The following link http://www.historyisaweapon.com/defcon1/zinncol1.html is chapter one of Zinn’s book. Read it and answer the questions that are on pages 17- 19 of this assignment. 3. Primary Source Analysis [REQUIRED] In this section (Pg 23-25) students will analyze EIGHT (8) different primary sources, using a different method of analysis for each document. . 4. SHORT ANSWER QUESTIONS- [You do not write answers to these} At the end of this packet, there are four short answer questions listed. On your Unit Exam, 2 of those questions will be used for you to answer. You do not write an answer to these questions as part of your summer assignment. We are simply giving you these four questions to give you an idea of what we MIGHT ask you for the writing portion of your summer assignment test.

Assignment Procedure

1. YOU WILL BE ALLOWED TO USE YOUR ANSWERS TO THIS SUMMER ASSIGNMENT ON THE FIRST UNIT EXAM. (Except for the 4 short answer questions) The test and the first written assignment will be based upon the information from the summer assignment so do a thorough job. The more you do for the summer assignment, the better you will be prepared for the Unit Exam and the Short Answer Questions writing assignment.

2. Do not hand write any answers directly on this packet. You are welcome to type your answers or hand write on separate pieces of paper. If you try to hand write answers in this packet you will not have enough space to give complete and accurate answers. Students that turn in a packet with answers written in it will receive a severely reduced grade.

3. If your assignment is hand written, it must be neat so it may be read by the instructor. Otherwise, we ask you to type of penmanship is an issue.

4. Staple your assignment pages together. No cover pages or binders will be accepted.

5. Your Summer Assignment is DUE on the day of the first day of class. This will be either the first or second day of school depending upon your schedule.

6. Your Summer Assignment will be handed in ON PAPER- either printed or written, not electronically.

7. This is an individual assignment that is to be completed entirely on your own. Any assignments that are found to be copied from another student will NOT be accepted and will receive a grade of ZERO.

8. Each DE student is required to sign the attached honor code and turn it in with your full assignment on the day that it is due.

9. You will be allowed to use this summer assignment for information as you take the first Unit Test.

10. GRADE: This assignment will count as 3 Course Assignment Grades. It is our recommendation that if you are not going to do this summer assignment, you should withdraw DE US History. Additionally, if your priority is to take the AP Exam in May, you should enroll in AP US History. If you run into any problems while completing your summer assignment or any questions arise, please contact one or all of the DE instructors listed below. Mr. Philip Engle philip.engle@acps.k12.va.us Mr. Patrick Deville Patrick.deville@acps.k12.va.us

Chapter 1 Reading Guide Part One: Identification Terms When completing “Identification Terms” (IDs) in a History class, students are required to address two parts: 1)

The Identification, and 2) The Significance. Identification

Who/ What is this? When answering the ID portion of the question you are looking for cold

hard facts—usually something that comes straight out of a reading.

Significance Why is this important in a historical context? Why

study this? Who cares? When answering the Significance portion of the question you are doing

historical interpretation. You are providing the critical thinking. Your answer is not wrong if it is

relevant and well-thought out. Identify and state the Significance of each of the following terms… (An example is done for you!) Pueblos

• ID: elaborate multi-room stone dwellings built by Pueblo Natives (Hohokams, Mogollons, Anasazis) in the American southwest, circa A.D. 1000

• SIG: evidence of civilization in North American before the arrival of Europeans 1. Tenochtitlan 2. Matrilineal 3. Peasants 4. Yeomen 5. Dower 6. Primogeniture 7. Pagans 8. Heresy 9. Civic Humanism 10. Republics 11. Guilds

12. Reconquista 13. Conquistadors 14. Encomiendas 15. Columbian Exchange 16. Mestizos 17. Caste System 18. Indulgences 19. Predestination 20. Mercantilism 21. Price Revolution

Part Two: Chapter Questions Each of the following guided reading questions should be answered in a complete, detailed, well-reasoned paragraph. Students should make every attempt to include specific examples in each response.

1. Compare and Contrast the Mayan and Aztec Empires in the Venn Diagram below:

2. In North America different tribes flourished. Fill out the chart below and then white a thesis

statement to the following question: The Native American tribes in South America were far more advanced than the tribes of North America. Support or refute (prove wrong) the above statement & provide three examples in your answer.

TRIBE STRUCTURE ECONOMY LOCATION WHAT MAKES

THEM UNIQUE Hopewell

Hohoham

Mississippian

Eastern Woodland

3. What were the main characteristics of the Indian civilizations in Mesoamerica? Please provide four specific examples.

4. Explain both why and how Portugal and Spain pursued overseas commerce and conquest.

5. What was Columbus’ purpose for exploring the “New World”? What did he find? How did Columbus treat the Native Americans he found upon his arrival in the New World? (2 examples)

6. Describe the impact of the Columbian Exchange in food, people, diseases, and gold on the Americas, Europe, and Africa.

7. Describe three factors that prompted the large-scale migration from England to America.

8. Explain four factors that made Native American people vulnerable to conquest by European

adventurers.

9. Describe five factors that led to the transatlantic trade in African slaves.

10. How was slavery in Africa different than what would exist in colonial America?

11. What was Mercantilism? How did this doctrine shape the policies of European monarchs to promote both domestic manufacturing and foreign trade?

12. Describe five factors that allowed Europeans to become leaders in world trade and extend their influence across the Atlantic.

Chapter 2 Reading Guide Part One: Identification Terms- Identify and state the Significance of each of the following terms… (An example is done for you!) Joint-Stock Companies

• ID: a British financial arrangement that allowed merchants to band together as stockholders, raising money and sharing the risks and profits that came with colonization in the 1600s

• SIG: early example of a corporation; settled the first English colony—Virginia 1. Ecomenderos 2. New Amsterdam 3. Headright 4. House of Burgesses 5. Cecil Calvert 6. Indentures 7. Common Law 8. Chattel Slavery 9. Freeholders 10. Nathaniel Bacon

11. Mayflower Compact 12. Predestination 13. Roger Williams 14. Anne Hutchinson 15. Proprietors 16. Town Meetings 17. Fee Simple 18. Praying Towns 19. Metacom

Part Two: Chapter Questions Each of the following guided reading questions should be answered in well-written sentences. Students should make every attempt to include specific examples in each response. 1. TERM DESCRIPTION/HISTORICAL SIGNIFICANCE House of Burgesses

Act of Tolerance 1649

Mayflower Compact

Anne Hutchinson

Roger Williams

How did each of the terms above contribute to the developing the foundations of American democracy?

2. Explain/describe the interaction/relationship between the Native Americans and each of the following groups:

Spanish French English

3. Explain the economic, political & religious motivations of starting colonies by the following nations:

NATION ECONOMIC MOTIVATION

POLITICAL MOTIVATION

RELIGIOUS MOTIVIATION

DUTCH

ENGLISH

SPANISH

FRENCH

4. Upon their arrival, what difficulties did the Jamestown settlers face (both of their own creation and other factors) from 1607-1622?

5. Prior to 1619, would you consider Jamestown to be an initial success based upon its charge (mission) by the king and the Virginia Company? Why or why not?

6. By 1619, how did Jamestown begin to set the foundations of American democratic traditions?

7. How and why did a system of forced labor based on the factors of class and race emerge in the Chesapeake and Virginia colonies in the early seventeenth century?

8. Describe the two major systems of bound labor that took hold in the Chesapeake colonies.

9. Compare and contrast the economic & religious purposes for the founding of Jamestown and Maryland colonies.

10. Describe the role disease and tobacco play in colonial North America- give 3 examples.

11. Compare & contrast the life of an indentured servant with an African slave in colonial America.

12. Compare the Indian uprisings in Virginia in 1622 with Bacon’s Rebellion in 1675-1676. How did each one impact development in Virginia?

13. Why did Pilgrims choose to migrate to British North America?

14. How did John Winthrop change the Massachusetts Bay Colony?

15. In what ways were Puritan ideals reflected in New England society?

16. Compare and contrast Roger Williams & Anne Hutchinson & their banishment from Massachusetts.

17. Describe the economic, religious, political, and intellectual foundations of Puritan society in New England.

18. Compare the causes of the uprisings led by Popé in New Mexico and Metacom in New England. Which rebellion was more successful? Why?

19. Why were there were no major witchcraft scares in the Chesapeake colonies and no uprisings

like Bacon’s Rebellion in New England? Consider the possible social, economic, and religious causes of both phenomena.

20. Compare and Contrast PLYMOUTH & JAMESTOWN colonies in the following areas: CATEGORY COMPARE & CONTRAST

PLYMOUTH & JAMESTOWN Reason For Founding

Social

Politics

Relations w local Native Americans

Economics

21. In the chart below, accurately describe the conflict, identify the years of the conflict and explain the importance of each conflict:

CONFLICT DESCRIBE YEARS IMPORTANCE METACOM’S

REBELLION (KING PHILIP’S WAR)

BACON’S REBELLION

Jamestown colony v. Powhatans

Chapter 3 Reading Guide Part One: Identification Terms- Identify and state the Significance of each of the following terms… (An example is done for you!) Manorial System

• ID: the traditional social order in England—an upper noble class that rules over a mass of serfs; envisioned in the colonies through the Fundamental Constitutions of Carolina (1669)

• SIG: an early example of class struggle; what the rich nobility envisioned did not come to pass; led to rebellions by the lower classes

Part Two: Chapter Questions Each of the following guided reading questions should be answered in a complete, detailed, well-reasoned paragraph. Students should make every attempt to include specific examples in each response.

1. How did African-American communities in America respond to and resist their condition?

2. How and why were the Carolinas created?

3. Describe TWO differences between North and South Carolina during the early colonial period.

4. How did William Penn (and his colony) differ from other colonies/settlers on ideas such as treatment of Native Americans and religious freedom?

5. What were the Quaker’s basic beliefs? (Give 3)

6. Describe THREE unique social characteristics of the Pennsylvania colony.

7. What was the larger purpose/goal of the Navigation Acts? What was the role of the colonies within the British mercantilist system?

8. Look at table 3.2 of the Navigation Acts 1651-1751. Based on the table, were the Navigation Acts strictly enforced by the British government?

1. William Penn 2. Navigation Acts 3. Dominion of New England 4. Two Treatises on Government 5. Jacob Leisler 6. Middle Passage 7. Stono Rebellion

8. Gentry 9. Bills of Exchange 10. Salutary Neglect 11. Court/ Crown Party 12. War of Jenkin’s Ear 13. Land Banks 14. Molasses Act of 1733 15. Currency Act

9. Dominion of New England: Complete the chart below Dominion of New England

What was it? Why was it formed? Who joined?

10. John Locke’s Two Treaties on Government will influence US government. Explain how

Locke’s philosophies will help develop democratic ideals in the American political system?

11. How did Parliamentary leaders use John Locke’s Two Treaties on Government to justify the Glorious Revolution?

12. In what way was the European-Iroquois relationship unique? Pages 77-93

13. Describe the role of both Africans and Europeans in the expansion of the Atlantic slave trade.

14. Describe how the British followed the policy of salutary neglect and explain its consequences.

15. In what ways did the sugar trade impact the West Indies, Europe, the Caribbean, Africa, and the Americas? Fill in the chart below:

West Indies Europe Caribbean Africa Americas

16. Why did the West Indian region have the highest population of African slaves?

17. Describe THREE negative effects of the slave trade on the continent of Africa.

18. Complete the chart below. Fill in the chart comparing slavery in different regions. You should be able to complete each box.

West Indies Chesapeake South Carolina Major Crop

Life Expectancy of slaves

Type of labor/severity of labor

Male/female ratio, if noted

19. Give two examples of how Africans maintained their cultural heritage as slaves in North

America.

20. What group had the most political and economic control in the Cheseapaek colonies?

21. Whate were some of the important goods of the economy of New England?

Pg 93-99 22. What was Britain’s underlying reason for creating Georgia colony in 1732?

Chapter 4 Reading Guide

Part One: Identification Terms- Identify and state the Significance of each of the following terms…

1. Yoeman Farmer 2. Marriage Portion 3. Household Mode of Production 4. Cradle Scythe 5. Inmates 6. Society of Friends (Quakers) 7. Pietism 8. The Enlightenment 9. Deist 10. Poor Richard’s Almanack 11. Revival

12. Jonathan Edwards 13. George Whitefield 14. “Old Lights” 15. Sinners in the Hands of An Angry God 16. William Pitt 17. Consumer Revolution 18. Pontiac’s Rebellion 19. Proclamation of 1763 20. Paxton Boys 21. Regulator Movement 22. Treaty of Paris 1763

Part Two: Chapter Questions Each of the following guided reading questions should be answered in a complete, detailed, well-reasoned paragraph. Students should make every attempt to include specific examples in each response.

1. How did regional differences in settlement patterns, labor conditions, and religious identity develop during the eighteenth century in both freehold society in New England and the diverse communities of the Middle Atlantic?

2. Describe the similarities and differences between the three colonial regions—New England, the

Middle colonies, and the South—from 1720 to 1750.

3. In what ways were the lives of women and men in New England colonies different? List three examples

4. Who were the new migrants to the Middle Colonies? Why did they leave Europe? What were

their goals in British North America?

5. Name the colonies that made up the Middle Colonies.

6. How were the Middle colonies different from the New England colonies in terms of religion?

7. How was deism a mix of Enlightenment and religious ideas.

8. Explain three ways that the Enlightenment and the Great Awakening prompted Americans to challenge traditional sources of authority?

9. Describe three causes of unrest in the American backcountry in the mid-eighteenth century.

Use information from any of the 4 chapters to complete the following chart:

The Thirteen English Colonies Region Date of

Founding Founder or People associated with Early History of Colony, Notes on the Early History of the Colony: Why was it founded, significant characteristics, terms, and/or laws.

Environment, Economy, and Labor of the Region; the role of religion in these colonies

NewEnglandPlymouth &

Massachusetts Bay

Plymouth-1620

Mass.

Bay-1630

Connecticut 1636

Rhode Island 1636

New Hampshire

1623

MiddleColoniesNew York 1625

New Jersey 1664

Pennsylvania 1681

Delaware 1638

SouthernColoniesMaryland 1632

Jamestown & Virginia

1607

North Carolina

Carolina-1663

NC-1712

South Carolina

Carolina-1663

SC-1712

Georgia 1732

A people’s history of the united states

BY Howard Zinn CHAPTER 1: Columbus, the Indians, and Human Progress

The following link http://www.historyisaweapon.com/defcon1/zinncol1.html is chapter 1 of Zinn. Read the chapter to answer the questions below. SUMMARY QUESTION: At the end of this section, you will be required to answer the following question- “Zinn refers to Columbus’s discovery as “European invasion”. Based upon the information in both Chapter 1 of Zinn AND Chapter 1 of the text book, do you agree with Zinn’s position? Use at least three facts from BOTH readings to support your answer.

I. Identify the historical significance of each of the following terms: Arawaks, Powhatan, Jamestown, John Winthrop, Cottom Mather, Roger Williams, Virginia House of Burgessess, connotation of the word “black”, connotation of the word “white”, Stono Rebellion, Bacon’s Rebellion, English Navigation Acts, indentured servants, Queen Anne’s War, King George’s War.

II. Questions: Answer all the questions using information from Zinn’s book, chapter 1.

1. Before reading this chapter, white down all you think you know about Columbus, including the myth as well as reality. Examples: Columbus sailed in 1492; people thought the world was flat; Columbus sailed on 3 ships. During your reading, summarize passages/info that either support or contradict each item in your list. Then summarize passages in the text that have not been part of your original thinking about Columbus.

Pre-Reading Ideas About

Columbus Info from Zinn that supports

my original ideas Info from Zinn that

contradicts my original ideas

Information not part of my original thinking on Columbus

2. After reading the first chapter, choose two adjectives that describe Columbus, the Spanish, the English, the Arawaks, and the Powhatans. You may use the same adjective for more than one group. Do not feel confined to using only the adjectives listed.

CRUEL NAÏVE HONEST GREEDY GENEROUS KIND BRAVE IGNORANT CIVILIZED ADVENTUROUS PRIMITIVE INFERIOR PRACTICAL INTELLIGENT HEROIC THOUGHTFUL ARROGANT LAZY DEDICATED

3. Write down the FIVE most important things Zinn says about Columbus (including page numbers). Write down the TWO most important things he says about the writing of history.

4. A. Choose a detailed description of any one event from the text. B. Then write down a series of questions that knowledge of the event may enable one to another. C. Choose two of the questions and answer them. EXAMPLE: A. Pg. 5 Columbus “got into a fight with Indians who refused to trade as many bow and arrows

as he and his men wanted. Two [Indians] were run through with swords and bled to death.” B. What purpose does the above event reveal about Columbus’s personality? About the

purpose of the voyage? About Spanish culture? About Arawak culture? About the comparative military strength of the Spanish & Arawaks?

C. The Spanish had military superiority- swords versus bows and arrows, Columbus wanted to dictate terms of trade.

5. Was Columbus responsible for the behavior of his men? ~Identify what the soldiers’ behaviors were. ~For each act, identify what Columbus could or could not have done to alter that behavior.

6. Compare Columbus’ log entries with Las Casas’s journal entries. a. Identify differences and similarities (eg. How each describes the Arawaks) b. Identify topics the other did not discuss. c. What accounts for the difference? The similarities?

SUMMARY QUESTION: Write a well-structured paragraph to answer this question. Use at least three facts from BOTH readings to support your answer. “Zinn refers to Columbus’s discovery as “European invasion”. Based upon the information in both Chapter 1 of Zinn AND Chapter 1 of the text book, do you agree with Zinn’s position? Why or why not?

Part 3

DE US History Summer Assignment Analyzing Primary Sources

A major component of US History is the analysis of primary sources. A primary source is a firsthand account of a historical event. There are many different ways to analyze primary sources. In DE, we

will focus on two analysis tools—APPARTY and SOAPStone.

APPARTY

Author Who wrote/ created the document?

Place & Time Where and when was it created?

Prior Knowledge Do you know anything about the topic already?

Audience Who was the document created for or intended for?

Reason Why was the document created?

The Main Idea What is the author trying to say?

Yeah, so what? What is the main idea?

SOAPStone

S Subject

What is the physical subject? (If you were holding this document at the time it was created, what would it be?)

What is the main idea of what you are reading or looking at?

O Occasion

When was the document created? Think about time place and setting.

(in what historical era was the document created?)

A Audience

For whom was this document created? (can be a person or group of people- be descriptive!)

P Purpose

For what reason was this document created?

S Speaker

Who created this document? Who is this person? (Be sure to differentiate between the author and the

speaker!)

tone What is the author’s attitude toward the subject of the document? (Think emotions!)

Your Job

• Use APPARTY to analyze Documents 1-4 • Use SOAPStone to analyze Documents 5-8

Document 1: The Mayflower Compact 1620

Agreement Between the Settlers at New Plymouth : 1620 IN THE NAME OF GOD, AMEN. We, whose names are underwritten, the Loyal Subjects of our dread Sovereign Lord King James, by the Grace of God, of Great Britain, France, and Ireland, King, Defender of the Faith, &c. Having undertaken for the Glory of God, and Advancement of the Christian Faith, and the Honour of our King and Country, a Voyage to plant the first Colony in the northern Parts of Virginia; Do by these Presents, solemnly and mutually, in the Presence of God and one another, covenant and combine ourselves together into a civil Body Politick, for our better Ordering and Preservation, and Furtherance of the Ends aforesaid: And by Virtue hereof do enact, constitute, and frame, such just and equal Laws, Ordinances, Acts, Constitutions, and Officers, from time to time, as shall be thought most meet and convenient for the general Good of the Colony; unto which we promise all due Submission and Obedience. IN WITNESS whereof we have hereunto subscribed our names at Cape-Cod the eleventh of November, in the Reign of our Sovereign Lord King James, of England, France, and Ireland, the eighteenth, and of Scotland the fifty-fourth, Anno Domini; 1620.

Mr. John Carver, Mr. William Bradford, Mr Edward Winslow, Mr. William Brewster. Isaac Allerton, Myles Standish, John Alden, John Turner, Francis Eaton, James Chilton, John Craxton, John Billington, Joses Fletcher, John Goodman, Mr. Samuel Fuller, Mr. Christopher Martin, Mr. William Mullins, Mr. William White, Mr. Richard Warren, John Howland, Mr. Steven Hopkins, Digery Priest, Thomas Williams, Gilbert Winslow, Edmund Margesson, Peter Brown, Richard Britteridge George Soule, Edward Tilly, John Tilly, Francis Cooke, Thomas Rogers, Thomas Tinker, John Ridgdale Edward Fuller, Richard Clark, Richard Gardiner, Mr. John Allerton, Thomas English, Edward Doten, Edward Liester.

Document 2: John Winthrop- A Model of Christian Charity 1630 Now the only way to avoid this shipwreck, and to provide for our posterity, is to follow the counsel of Micah, to do justly, to love mercy, to walk humbly with our God. For this end, we must be knit together, in this work, as one man. We must entertain each other in brotherly affection. We must be willing to abridge ourselves of our superfluities, for the supply of others’ necessities. We must uphold a familiar commerce together in all meekness, gentleness, patience and liberality. We must delight in each other; make others’ conditions our own; rejoice together, mourn together, labor and suffer together, always having before our eyes our commission and community in the work, as members of the same body. So shall we keep the unity of the spirit in the bond of peace. The Lord will be our God, and delight to dwell among us, as His own people, and will command a blessing upon us in all our ways, so that we shall see much more of His wisdom, power, goodness and truth, than formerly we have been acquainted with. We shall find that the God of Israel is among us, when ten of us shall be

able to resist a thousand of our enemies; when He shall make us a praise and glory that men shall say of succeeding plantations, "may the Lord make it like that of New England." For we must consider that we shall be as a city upon a hill. The eyes of all people are upon us. So that if we shall deal falsely with our God in this work we have undertaken, and so cause Him to withdraw His present help from us, we shall be made a story and a by-word through the world. We shall open the mouths of enemies to speak evil of the ways of God, and all professors for God's sake. We shall shame the faces of many of God's worthy servants, and cause their prayers to be turned into curses upon us till we be consumed out of the good land whither we are going.

Document 3: Minavavana In His Own Words HISTORICAL BACKGROUND: Minavavana was a chief of the Chippewa or Ojibwe Nation and close ally to the Fench during the French and Indian War. In 1761, a British fur trapper named Alexander Henry recorded Minavavana’s statement to him as he traveled into French-allied Chippewa Nation. Englishman, although you have conquered the French, you have not yet conquered us! We are not your slaves… Englishmen, our father, the king of France, employed our young men to make war upon your nation. In this warfare, many of them have been killed, and it is our custom to retaliate, until such time as the spirits of the slain are satisfied. But the spirits of the slain are to be satisfied in either of two ways; the first is by spilling the blood of the nation by which they fell, the other by covering the bodies of the dead, and thus allaying the resentment for their relations. This is done by making presents. Englishmen, your king has never sent us any presents…wherefore he and we are still at war; and, until he does these things, we must consider that we have no other father, nor friend, among the white men, than the king of France… You do not come armed, with an intention to make war…We shall regard you, therefore as a brother….As a token of our friendship, we present you this pipe, to smoke. Document 4: Canassatego In His Own Words HISTORICAL BACKGROUND: Canassatego ws a chief of the Ononodoga Nation and a diplomat for the Iroquois Confederacy. In 1740, Benjamin Franklin printed excerpts from Canassatego’s speeches, including his position on the relationship between the Iroquois people and the local colonists. …We know our lands are now become more valuable; the white people think we do not know their value, but we are senisble that the land is everlasting, and the few goods we receive for it are soon worn out and gone. For the future we will sell no lands but when Brother Onas [the proprietor of Pennsylvania] is in the country; and we will know beforehand the quantity of the goods we are to receive. Besides, we are not well used with respect to the lands still unsold by us. Your people daily settle on these lands, and spoil our hunting… If you have not done anything, we now renew our request, and desire you will inform the person whose people are seated on our lands, that county belongs to us, in right of conquest, we have bought it with out blood, and taken in from our enemies in fair war…. It is customary with us to make a present of skins whenever we renew our treaties. We are ashamed to offer our bretheren so few, but your horses and cows have eat the grass our deer used to feed on. This

has made them scarce, and will, we hope, plead in excuse for our not bringing a larger quantity; if we could have spared more we would have given more, but we are really poor, and desire you’ll not consider the quantity, but, few as they are, accept the in testimony of our regard…. Our wise forefathers established union and amity between the Five Nations. This has made us formidable. This has given us great weight and authority with our neighboring nations. We are a powerful Confederacy, and by your observing the same methods our wise forefathers have taken you will acquire fresh strength and power, therefore, whatever befalls you, do not fall out with one another. Document 5: Diary of Robert Moses (1775) HISTORICAL BACKGROUND: This is an excerpt from the diary of New Hampshire militia soldier Robert Moses from 1755.

DOCUMENT 6: MARYLAND ACT OF TOLERATION 1649

HISTORICAL BACKGROUND: ANGLICAN PROTESTANTS WERE THE RULING RELIGIOUS GROUP IN ENGLAND CAUSING MANY OPPRESSED CHRISTIAN MINORITIES IN ENGLAND TO FLEE TO THE NEW WORLD. MARYLAND WAS FOUNDED AS A HAVEN FOR CATHOLICS IN 1634 BY CECIL CALVERT (LORD BALTIMORE). HOWEVER, SOON PROTESTANTS BEGAN TO ENTER THE COLONY & OUTNUMBER CATHOLICS. THE MARYLAND COLONIAL GOVERNMENT PASSED THE FOLLOWING LAW IN 1649. An Act Concerning Religion. Forasmuch as in a well governed and Christian Commonwealth matters concerning Religion and the honor of God ought in the first place to be taken, into serious consideration and endeavoured to be settled, Be it therefore ordered and enacted by the Right Honorable Cecilius Lord Baron of Baltimore absolute Lord and Proprietary of this Province with the advise and consent of this General Assembly: That whatsoever person or persons within this Province and the Islands thereunto belonging shall from henceforth blaspheme God, that is Curse him, or deny our Savior Jesus Christ to be the son of God, or shall deny the holy Trinity the father son and holy Ghost, or the Godhead of any of the said Three persons of the Trinity or the Unity of the Godhead, or shall use or utter any reproachful Speeches, words or language concerning the said Holy Trinity, or any of the said three persons thereof, shall be punished with death and confiscation or forfeiture of all his or her lands and goods to the Lord Proprietary and his heirs. And be it also Enacted by the Authority and with the advise and assent aforesaid, That whatsoever person or persons shall from henceforth use or utter any reproachful words or Speeches concerning the blessed Virgin Mary the Mother of our Savior or the holy Apostles or Evangelists or any of them shall in such case for the first offence forfeit to the said Lord Proprietary and his heirs Lords and Proprietaries of this Province the sum of five pound Sterling or the value thereof to be Levied on the goods and chattels of every such person so offending, but in case such Offender or Offenders, shall not then have goods and chattels sufficient for the satisfying of such forfeiture, or that the same be not otherwise speedily satisfied that then such Offender or Offenders shall be publicly whipped and be … And whereas the enforcing of the conscience in matters of Religion hath frequently fallen out to be of dangerous Consequence in those commonwealths where it hath been practiced, And for the more quiet and peaceable government of this Province, … is before Declared and set forth) that no person or persons whatsoever within this Province, or the Islands, Ports, Harbors, Creeks, or havens thereunto belonging professing to believe in Jesus Christ, shall from henceforth be any way troubled, Molested or discountenanced for or in respect of his or her religion nor in the free exercise thereof within this Province or the Islands thereunto belonging nor any way compelled to the belief or exercise of any other Religion against his or her consent, so as they be not unfaithful to the Lord Proprietary, or molest or conspire against the civil Government established or to be established in this Province under him or his heirs. And that all and every person and persons that shall presume Contrary to this Act and the true intent and meaning thereof directly or indirectly either in person or estate willfully to wrong disturb trouble or molest any person whatsoever within this Province professing to believe in Jesus Christ for or in respect of his or her religion or the free exercise thereof within this Province other than is provided for in this act … The freemen have assented.

DOCUMENT 7: Bartolome De Las Casas, Brief Account of the Destruction of the Indies, 1542 HISTORICAL BACKGROUND: Dominican priest Bartolome de las Casas (1484-1566), one of the first settlers in New Spain, protested the treatment of Indians by the Spanish in his address to Prince Philip, the future King of Spain (Philip II). In this passage, Las Casas advocates for the rights of native peoples and rejects the encomienda system.

DOCUMENT 8: Juan Gines De Sepulveda, Concerning the Just Causes of War against the Indians, 1547 HISTORICAL BACKGROUND: Juan Gines de Sepulveda (1489-1573), a Spanish theologian and philosopher, was tasked by Charles V, grandson of Ferdinand and Isabella, to responde to Bartolome de las Casas’s assertions that the Spaniards were unjustly treating Native Americans. Below is an excerpt from his book, Concerning the Just Causes of War against the Indians.

Part 4: POTENTIAL SHORT ANSWER QUESTIONS- You do not need to write the answers out to this section. When you take your Unit Exam, there will be a separate Short Answer Writing Assignment. The FOUR (4) questions listed here are potential questions. TWO (2) will be assigned to you on the day of exam for you to answer. Question 1- Answer a, b, c

A- Briefly explain ONE example of how contact between Native Americans and Europeans brought changes to Native American societies in the period 1492-1700.

B- Briefly explain a SECOND example of how contact between Native Americans and Europeans brought changes to Native American societies in the same period.

C- Briefly explain ONE example of how Native American societies resisted change brought by contact with Europeans in the same period.

Question 2- Answer a, b, c

A- Briefly explain ONE important similarity between the British colonies in the Chesapeake region and the British colonies in New England in the period from 1607 to 1754.

B- Briefly explain ONE important difference between the British colonies in Chesapeake region and the British colonies in New England in the period from 1607 to 1754.

C- Briefly explain ONE factor that accounts for the difference that you indicated in (b). Question 3- Answer a, b, c

A- Briefly explain the economic factors that encouraged the growth of slavery as an important part of the southern colonies between 1607-1763.

B- Briefly explain the social factors that encouraged the growth of slavery as an important part of the southern colonies between 1607-1763.

C- Briefly explain why either the economic factors from answer A or the social factors of answer B did not cause the economy of northern colonies to develop similarly to the southern colonies.

Question 4- Answer a, b, c

A- Briefly describe the religious development of the New England colonies from 1620-1763. B- Briefly describe the religious development of the Middle colonies from 1620-1763. C- Briefly describe how religion played a role in the development of democratic institutions in the

colonies of either of the regions discussed in A or B.

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