To: All AP United States History Students From: Mr. … · AP US History – Unit 1 HONOR PLEDGE: I strive to uphold the vision of the North Penn School District, which is to inspire

AP US History – North Penn High School

To: All AP United States History Students From: Mr. Likens and Mrs. Jankowski Date: May, 2012 Re: Summer Assignment and Plans for the 2012 - 2013 School Year

Congratulations on your decision to take Advanced Placement United States History. The AP course of study is a comprehensive view of American history. Your grade will be based on class participation, objective and essay tests, essays in response to readings, outside reading summaries, and a seminar presentation. The course is designed to give you the knowledge and skills to successfully take the AP exam. The AP Exam will provide you with the opportunity to gain college credit. It consists of 80 multiple-choice questions, one 45 minute DBQ essay, and two 30 minute essays. The AP U.S. History exam will be on Wednesday, May 15, 2013. We look forward to greeting you in September and wish you a relaxing but productive summer as you prepare for a great Junior year.

Required Summer Work: In order to complete the course in time for the AP exam, we must begin our study of U. S. history over the summer. You are required to read the first five chapters of your AP textbook and complete the attached work. In addition to the assigned text readings, you will be required to read the 3 essays included in the packet and answer the attached questions.

Textbook reading

1. The American Pageant (12 ed.). Chapters 1-5.

Essays

2. “The Significance of the Indian in American History” by Gerard Reed found in Forging the American Characher

3. “The Spain Among Us” by Henry Wiencek found in Forging the American Character 4. “Columbus, the Indians, and Human Progress” by Howard Zinn

Studying for Essay Test

5. Also attached are six essay questions on these chapters that will be the basis of your first essay test.

Optional Extra Credit Summer Readings: At the end of the packet appears an assignment and readings that comprise an extra credit opportunity.

Due Dates:

EXTRA CREDIT SUMMER READING SUMMARIES: due, WEDNESDAY, SEPTEMBER 5, 2012 SUMMER HOMEWORK (Map, Chart, Questions) due, FRIDAY, SEPTEMBER 7, 2012 FIRST AP ESSAY TEST: THURSDAY, SEPTEMBER 13, 2012 FIRST AP OBJECTIVE TEST: FRIDAY, SEPTEMBER 14, 2012

QUESTIONS OR CONCERNS? For additional information, support, practice quizzes, etc., visit Mr. Likens’ North Penn High School Webpage at www. npenn.org; select “North Penn High School,” and click on “Teacher WebPages.” Or you may e-mail Mr. Likens at [email protected] or Mrs. Jankowski at [email protected] (do not expect an immediate response).

mailto:[email protected]

mailto:[email protected]

AP US History – Unit 1 HONOR PLEDGE: I strive to uphold the vision of the North Penn School District, which is to inspire each student to reach his or her highest potential and become a responsible citizen. Therefore, on my honor, I pledge that I have neither given nor received unauthorized assistance on this work.

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Required Textbook Assignment Over the summer, read Chapters 1, 2, 3, 4 and 5 before the beginning of your Junior year at North Penn High School. Attached is a list of objectives, terms and a map related to the first five chapters. These terms are important for your first objective test on September 14th.


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Chapter 1: New World Beginnings, 33,000 B.C. – A.D. 1769 Before studying Chapter 1, read over these “Themes”: Theme: The first discoverers of America, the ancestors of the American Indians, were small bands of hunters who crossed a temporary land bridge from Siberia and spread across both North and South America. They evolved a great variety of cultures, which ranged from the sophisticated urban civilizations in Mexico and Central and South America to the largely seminomadic societies of North America. Theme: Europe's growing demand for Eastern luxuries prompted exploration in the hopes of reducing the expense of those goods with new trade routes. Exploration occurred incrementally, beginning with the Portuguese moving around the coast of Africa and establishing trading posts. Awareness of the New World and its wealth pushed exploration across the Atlantic. Spanish exploration continued in the same fashion, first in the Caribbean islands then expanding into South and North America. Theme: Portuguese and Spanish explorers encountered and then conquered much of the Americas and their Indian inhabitants. This collision of worlds deeply affected all the Atlantic societies - Europe, the Americas, and Africa - as the effects of disease, conquest, slavery, and intermarriage began to create a truly new world in Latin America, including the borderlands of Florida, New Mexico, and California, all of which later became part of the United States.

After studying Chapter 1 in your textbook, you should be able to: 1. Describe the origin and development of the major native Indian cultures of the Americas. 2. Explain the developments in Europe and Africa that led to Columbus’s voyage to America. 3. Explain what two countries led the way in early exploration and why they were able to do so. 4. Explain the changes and conflicts that occurred when the diverse worlds of Europe, Africa, and the

Americas collided after 1492. 5. Describe the Spanish conquest of Mexico and South America and identify the major features of Spanish

colonization and expansion in North America. Know the following people and terms. Consider the historical significance of each term or person. Also note the dates of the event if that is pertinent. A. People

Marco Polo

Francisco Pizarro

Juan Ponce de León

Hernando de Soto

Moctezuma

Christopher Columbus

Hernán Cortés

Francisco Coronado

B. Terms: capitalism

Renaissance

mestizos

Treaty of Tordesillas

“three sister” farming

Great Ice Age

Canadian Shield

Mound Builders

“the black legend”

conquistadores

Aztecs

Popés Rebellion

Pueblo Indians


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C. Sample Essay: Using what you have previously learned and what you learned by reading Chapter 1, you should be able to answer an essay such as this one: 1. What fundamental factors drew the Europeans to the exploration and settlement of the New World?

2. Is it correct to say that the Europeans “discovered” the New World? Explain.

D. Map Work: Using the numbers and letters on the map, identify the places listed below:

1. _____________________________ 2. _____________________________

3. _____________________________ 4. _____________________________

5. _____________________________ 6. _____________________________

7. _____________________________ 8. _____________________________

9. _____________________________ 10._____________________________

11._____________________________ 12._____________________________

A. _____________________________

B. _____________________________

C. _____________________________

Is this map an accurate representation of the world? Why or why not?

A

C

B A


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Chapter 2: The Planting of English America: 1500 - 1733 Before studying Chapter 2, read over these “Themes”: Theme: After a late start, a proud, nationalistic England joined the race for colonies and successfully established five colonies along the southeastern seacoast of North America. Although varying somewhat in origins and character, all these colonies exhibited plantation agriculture, indentured and slave labor, a tendency toward strong economic and social hierarchies, and a pattern of widely scattered, institutionally weak settlements. Theme: The English hoped to follow Spain's example of finding great wealth in the New World, and that influenced the financing and founding of the early southern colonies. The focus on making the southern colonies profitable shaped colonial decisions, including choice of crops and the use of indentured and slave labor. This same focus also helped create economic and cultural ties between the early southern colonies and English settlements in the West Indies. Theme: The early southern colonies encounters with Indians and African slaves established the patterns of race relations that would shape the North American experience; in particular, warfare and reservations for the Indians and lifelong slave codes for African Americans.

After studying Chapter 2 in your textbook, you should be able to: 1. State the factors that led England to begin colonization.

2. Describe the development of Jamestown, from its disastrous beginnings to its later apparent prosperity.

3. Describe the cultural and social changes that Native American communities underwent in response to European colonization.

4. Describe the different ways the Spanish, British and French interacted with Native Americans.

5. Describe changes in the economy and labor system in Virginia and other southern colonies.

6. Indicate the similarities and differences among the southern colonies of Virginia, Maryland, North Carolina, South Carolina and Georgia.

Know the following people and terms. Consider the historical significance of each term or person. Also note the dates of the event if that is pertinent. A. People

Lord De La Ware

Pocahontas

John Smith

Powhatan

Handsome Lake

John Rolfe

Lord Baltimore

Walter Raleigh

James Oglethorpe

Humphrey Gilbert

Oliver Cromwell

B. Terms: nationalism

nation-state

joint-stock company

slavery

slave codes

House of Burgesses

Royal colony

Proprietary colony

yeoman


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Terms (Continued)

longhouse

Spanish Armada

primogeniture

indentured servitude

starving time

First Anglo-Powhatan War

Second Anglo-Powhatan War

Act of Toleration

Barbados slave code

Virginia Company

Restoration

Act of Toleration

Savannah Indians

Iroquois Confederacy

Ireland

C. Map Work: Using the numbers on the map, identify the places listed below:

1. ___________________________ 2. ___________________________ 3. ___________________________ 4. ___________________________ 5. ___________________________ 6. ___________________________ 7. ___________________________ 8. ___________________________ 9. ___________________________ 10.___________________________ 11.___________________________ 12. ___________________________ 13. ___________________________ 14. ___________________________


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Chapter 3: Settling the Northern Colonies: 1619 - 1700 Before studying Chapter 3, read over these “Themes”: Theme: Religious and political turmoil in England shaped settlement in New England and the middle colonies. Religious persecution in England pushed the Separatists into Plymouth and Quakers into Pennsylvania. England's Glorious Revolution also prompted changes in the colonies. Theme: The Protestant Reformation, in its English Calvinist (Reformed) version, provided the major impetus and leadership for the settlement of New England. The New England colonies developed a fairly homogeneous social order based on religion and semicommunal family and town settlements. Theme: Principles of American government developed in New England with the beginnings of written constitutions (Mayflower Compact and Massachusetts's royal charter) and with glimpses of self-rule seen in town hall meetings, the New England Confederation, and colonial opposition to the Dominion of New England. Theme: The middle colonies of New Netherland (New York), Pennsylvania, New Jersey, and Delaware developed with far greater political, ethnic, religious, and social diversity, and they represented a more cosmopolitan middle ground between the tightly knit New England towns and the scattered, hierarchical plantation South. After studying Chapter 3 in your textbook, you should be able to: 1. Describe the Puritans and their beliefs and explain why they left England for the New World.

2. Explain the basic government and religious practices of the Massachusetts Bay Colony.

3. Explain how conflict with religious dissenters, among other forces, led to the expansion of New England.

4. Describe the changing relations between the English colonists and Native Americans.

5. Explain why New York, Pennsylvania, and other middle colonies became so ethnically, religiously, and politically diverse.

6. Describe the central features of the middle colonies and explain how they differed from New England.

Know the following people and terms. Consider the historical significance of each term or person. Also note the dates of the event if that is pertinent. a. People

John Calvin

Anne Hutchinson

Roger Williams

Henry Hudson

William Bradford

Peter Stuyvesant

William Laud

Thomas Hooker

William Penn

John Winthrop

King Philip

John Cotton

Sir Edmund Andros

B. Terms: the “elect”

blue laws

autocratic

franchise

patroonship

predestination

freemen


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“visible saints”

conversion

doctrine of a calling

covenant

Antinomianism (an - ti - noh' - mee - uhn – izm)

Protestant Reformation

Puritans

Pilgrims

New England Confederation

Calvinism

Massachusetts Bay Company

Dominion of New England

Institute of the Christian Religion

Navigation Laws

mercantilism

great Puritan Migration

Holy Experiment

Glorious Revolution

General Court

Dutch West India Company

Separatists

Bible Commonwealth

Quakers

Mayflower

Protestant ethic

Mayflower Compact

Fundamental Orders

C. Sample Essay: Using what you have previously learned and what you learned by reading Chapter 3, you should be able to answer essays such as these:

1. Compare and contrast the colonial settlement of Virginia and Massachusetts Bay. 2. To what degree was the government of Massachusetts Bay simultaneously theocratic, democratic,

oligarchic, and authoritarian? 3. Interpret and explain John Winthrop’s comment that Massachusetts Bay was to be “as a City upon a

Hill” and “a beacon to mankind.” D. Voices from the past: We whose names are under-written . . . doe by these presents solemnly and mutually in the presence of God, and one of another, covenant and combine our selves together into a civil body politick, for our better ordering and preservation and furtherance of the ends aforesaid; and by virtue hear of to enacte, constitute, and frame such just and equal laws, ordinances, acts, constitutions, and offices, from time to time, as shall be thought most meete for the generall good of the Colonie, unto which we promise all due submission and obedience . . . .

Mayflower Compact, December 1620

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 our selves of our superfluities. . . . We must delight in each other . . . rejoice together, mourn together, labor, and suffer together, always having before our eyes our commission and community . . . . For we must consider that we shall be as a City upon a Hill, the eyes of all people are upon us . . . . John Winthrop, from his sermon “A Modell of Christian Charity”, 1630


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Chapter 4: American Life in the Seventeenth Century: 1607 – 1692

Before studying Chapter 4, read over these “Themes”: Theme: In the Chesapeake region, seventeenth-century colonial society was characterized by disease-shortened lives, weak family life, and a social hierarchy that included hardworking planters at the top and restless poor whites and black slaves at the bottom. Despite the substantial disruption of their traditional culture and the mingling of African peoples, slaves in the Chesapeake developed a culture that mixed African and new-world elements, and developed one of the few slave societies that grew through natural reproduction. Theme: By contrast, early New England life was characterized by healthy, extended life spans, strong family life, closely knit towns and churches, and a demanding economic and moral environment.

After studying Chapter 4 in your textbook, you should be able to: 1. Compare and contrast the different populations and ways of life of the southern colonies and New England.

2. Explain how the problems of indentured servitude led to political trouble and the growth of African slavery.

3. Describe the slave trade and the character of early African-American slavery.

4. Explain how the New England way of life centered on family, town, and church, and describe the changes that affected this way of life.

5. Describe the various conditions affecting women and family life in the 17th century colonies.

Know the following people and terms. Consider the historical significance of each term or person. Also note the dates of the event if that is pertinent.

A. People William Berkeley

Nathanial Bacon

B. Terms: indentured servitude

slave codes

headright system

jeremiads

middle passage

Bacon’s Rebellion

Leisler’s Rebellion

New York City slave revolt

Half-Way covenant

Salem witch trials

Harvard

William and Mary

C. Sample Essay: Using what you have previously learned and what you learned by reading Chapter 4, you should be able to answer an essay such as this one:

Why did colonial masters first adopt the institution of indentured servitude rather than native or black slavery to meet their demands for labor? Why, then, did black slavery replace indentured servitude?


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Chapter 5: Colonial Society on the Eve of Revolution, 1700 - 1775 Before studying Chapter 5, read over these “Themes”: Theme: Compared with its seventeenth-century counterpart, eighteenth-century colonial society became more complex and hierarchical, more ethnically and religiously diverse, and more economically and politically developed. Theme: Colonial culture, while still limited, took on distinct American qualities in such areas as evangelical religion, education, press freedom, and self-government. Theme: England's Atlantic sea-board colonies, with their population growth and substantial agricultural exports, grew and developed in importance to the English empire. So, the relationship between England and these colonies was shifting economically, politically, and culturally. Colonists sold their agricultural abundance not only to England, but also to France and the West Indies. Royal authority was checked by colonial legislatures that sometimes refused to pay governors' salaries and the famous Zenger case. Schools and colleges emerged and the cultural reliance on England began to fade.

After studying Chapter 5 in your textbook, you should be able to: 1. Describe the basic population and social structure of the eighteenth-century colonies and indicate how they

had changed since the seventeenth-century.

2. Explain how the economic development of the colonies altered the patterns of social prestige and wealth.

3. Explain the causes and effects of the Great Awakening.

4. Describe the origins and developments of education, culture, and the learned professions in the colonies.

5. Describe the basic features of colonial politics, including the role of various official and informal political institutions.

Know the following people and terms. Consider the historical significance of each term or person. Also note the dates of the event if that is pertinent.

A. People +Jonathan Edwards

+Benjamin Franklin

Michel-Guillaume de Crèvecoeur

George Whitefield

John Peter Zenger

Phillis Wheatley

John S. Copley

B. Terms: Paxton Boys

Great Awakening

Catawba nation

rack-renting

Regulator movement

old and new lights

triangular trade

Molasses Act

Scots-Irish

naval stores

Anglican church

Quakers +=One of the 100 Most Influential Americans of All Time, as ranked by The Atlantic. Go to Webpage to see all 100.


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C. Sample Essay: Using what you have previously learned and what you learned by reading Chapter 5, you should be able to answer an essay such as this one:

What features of colonial politics contributed to the development of popular democracy, and what kept political life from being truly democratic?

D. Colonial Society by 1775: Fill in the blanks. In 1700, the colonial population was _______. By 1775, the population had grown to ___________, of whom _________ were black. The colonies were doubling in population every _____ years; the average age of the colonial population in 1775 was ______.

E. Map Work: Be able to identify the customary eighteenth-century shipping routes for the cargoes shown by reference numbers on the map below:

_____ Rum _____ Slaves _____ Timber and foodstuffs _____ Tobacco, fish, lumber, and flour for British textiles _____ Sugar and molasses

What three trade routes (by number) made up the famous “triangular trade”? ______ ______ ______

What trade route (by number) was known as the “Middle Passage”? ______

What “commodity” was carried on the Middle Passage? _________________ F. Complete “The Thirteen Original Colonies” chart on page 12-13. G. Label the 13 original colonies and identify the 4 cities on the map, “Colonial America,

1776”, on page 14. Be prepared to fill-in a similar blank map with this information as part of the Unit 1 test.

H. Pages 12-14 (the Colonies Chart and Map) will be collected in class as your first graded homework on Friday, September 7.

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Required Essay Readings


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Name: Period: Date:

Read the article “The Significance of the Indian in American History” in Forging the American Character. As you read, answer the following questions.

1. What is an American? ___________________________________________________ ____________________________________________________________________________________________________________________________________________________Why are Americans harder to define than people from many other nations? ____________________________________________________________________________________________________________________________________________________

2. How did 19th century American authors demonstrate the value of the frontier to the American identity? _________________________________________________________ ____________________________________________________________________________________________________________________________________________________

3. What was Frederick Jackson Turner’s thesis? ________________________________ ____________________________________________________________________________________________________________________________________________________

4. What role did the Native Americans play in: a. the European exploration of America? _________________________________________ ____________________________________________________________________________________________________________________________________________________ b. the fur trade? _____________________________________________________________ ____________________________________________________________________________________________________________________________________________________ c. in agriculture? ____________________________________________________________ ____________________________________________________________________________________________________________________________________________________ d. in medicine? _____________________________________________________________ ____________________________________________________________________________________________________________________________________________________

5. Provide examples of how Native Americans’ culture contributed to the American culture. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. In what areas do moral judgments necessarily arise in dealing with Indian history? Why? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. How does American history written from an Indian perspective differ from that written from a Euro-American viewpoint? ______________________________________________ ____________________________________________________________________________________________________________________________________________________


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Name: Period: Date: Read the article “The Spain Among Us” in Forging the American Character. As you read, answer the following questions.

1. How does the author relate Coronado’s “fiasco” to the American character? In what way was the discovery of much of America the result of mistakes? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. How did Spain dominate the sixteenth century in America? How much more impressive than the English record, even by the mid-eighteenth century, was that of the Spain? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. Who was Bernardo de Galvez and why was he significant in American history? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4. What was the relationship of the Spanish to ranching? What did they contribute to American ranching practices? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. What was the Black Legend? What does the author suggest as an alternative interpretation of Spanish behavior? Why has the Black Legend lived on? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 6. How did Spain’s record on race relations differ from England’s? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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“Columbus, the Indians, and Human Progress”

excerpted from a People's History of the United States

by Howard Zinn

Arawak men and women, naked, tawny, and full of wonder, emerged from their villages onto the island's beaches and swam out to get a closer look at the strange big boat. When Columbus and his sailors came ashore, carrying swords, speaking oddly, the Arawaks ran to greet them, brought them food, water, gifts. He later wrote of this in his log:

"They... brought us parrots and balls of cotton and spears and many other things, which they exchanged for the glass beads and hawks' bells. They willingly traded everything they owned.... They were well-built, with good bodies and handsome features.... They do not bear arms, and do not know them, for I showed them a sword, they took it by the edge and cut themselves out of ignorance. They have no iron. Their spears are made of cane.... They would make fine servants.... With fifty men we could subjugate them all and make them do whatever we want."

These Arawaks of the Bahama Islands were much like Indians on the mainland, who were remarkable (European observers were to say again and again) for their hospitality, their belief in sharing. These traits did not stand out in the Europe of the Renaissance, dominated as it was by the religion of popes, the government of kings, the frenzy for money that marked Western civilization and its first messenger to the Americas, Christopher Columbus.

Columbus wrote:

"As soon as I arrived in the Indies, on the first Island which I found, I took some of the natives by force in order that they might learn and might give me information of whatever there is in these parts."

The information that Columbus wanted most was: Where is the gold?

****

The Indians, Columbus reported, "are so naive and so free with their possessions that no one who has not witnessed them would believe it. When you ask for something they have, they never say no. To the contrary, they offer to share with anyone...." He concluded his report by asking for a little help from their Majesties, and in return he would bring them from his next voyage "as much gold as they need . . . and as many slaves as they ask." He was full of


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religious talk: "Thus the eternal God, our Lord, gives victory to those who follow His way over apparent impossibilities."

Because of Columbus's exaggerated report and promises, his second expedition was given seventeen ships and more than twelve hundred men. The aim was clear: slaves and gold. They went from island to island in the Caribbean, taking Indians as captives. But as word spread of the Europeans' intent they found more and more empty villages. On Haiti, they found that the sailors left behind at Fort Navidad had been killed in a battle with the Indians, after they had roamed the island in gangs looking for gold, taking women and children as slaves for sex and labor.

Now, from his base on Haiti, Columbus sent expedition after expedition into the interior. They found no gold fields, but had to fill up the ships returning to Spain with some kind of dividend. In the year 1495, they went on a great slave raid, rounded up fifteen hundred Arawak men, women, and children, put them in pens guarded by Spaniards and dogs, then picked the five hundred best specimens to load onto ships. Of those five hundred, two hundred died en route. The rest arrived alive in Spain and were put up for sale by the archdeacon of the town, who reported that, although the slaves were "naked as the day they were born," they showed "no more embarrassment than animals." Columbus later wrote: "Let us in the name of the Holy Trinity go on sending all the slaves that can be sold."

But too many of the slaves died in captivity. And so Columbus, desperate to pay back dividends to those who had invested, had to make good his promise to fill the ships with gold. In the province of Cicao on Haiti, where he and his men imagined huge gold fields to exist, they ordered all persons fourteen years or older to collect a certain quantity of gold every three months. When they brought it, they were given copper tokens to hang around their necks. Indians found without a copper token had their hands cut off and bled to death.

The Indians had been given an impossible task. The only gold around was bits of dust garnered from the streams. So they fled, were hunted down with dogs, and were killed.

Trying to put together an army of resistance, the Arawaks faced Spaniards who had armor, muskets, swords, horses. When the Spaniards took prisoners they hanged them or burned them to death. Among the Arawaks, mass suicides began, with cassava poison. Infants were killed to save them from the Spaniards. In two years, through murder, mutilation, or suicide, half of the 250,000 Indians on Haiti were dead.

When it became clear that there was no gold left, the Indians were taken as slave labor on huge estates, known later as encomiendas. They were worked at a ferocious pace, and died by the thousands. By the year 1515, there were perhaps fifty thousand Indians left. By 1550, there were five hundred. A report of the year 1650 shows none of the original Arawaks or their descendants left on the island.


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The chief source-and, on many matters the only source-of in formation about what happened on the islands after Columbus came is Bartolome de las Casas, who, as a young priest, participated in the conquest of Cuba. For a time he owned a plantation on which Indian slaves worked, but he gave that up and became a vehement critic of Spanish cruelty.

*****

In Book Two of his History of the Indies, Las Casas (who at first urged replacing Indians by black slaves, thinking they were stronger and would survive, but later relented when he saw the effects on blacks) tells about the treatment of the Indians by the Spaniards. It is a unique account and deserves to be quoted at length:

"Endless testimonies . . . prove the mild and pacific temperament of the natives.... But our work was to exasperate, ravage, kill, mangle and destroy; small wonder, then, if they tried to kill one of us now and then.... The admiral, it is true, was blind as those who came after him, and he was so anxious to please the King that he committed irreparable crimes against the Indians..."

Las Casas tells how the Spaniards "grew more conceited every day" and after a while refused to walk any distance. They "rode the backs of Indians if they were in a hurry" or were carried on hammocks by Indians running in relays. "In this case they also had Indians carry large leaves to shade them from the sun and others to fan them with goose wings."

Total control led to total cruelty. The Spaniards "thought nothing of knifing Indians by tens and twenties and of cutting slices off them to test the sharpness of their blades." Las Casas tells how "two of these so-called Christians met two Indian boys one day, each carrying a parrot; they took the parrots and for fun beheaded the boys."

The Indians' attempts to defend themselves failed. And when they ran off into the hills they were found and killed. So, Las Casas reports. "they suffered and died in the mines and other labors in desperate silence, knowing not a soul in the world to whom they could tun for help." He describes their work in the mines:

"... mountains are stripped from top to bottom and bottom to top a thousand times; they dig, split rocks, move stones, and carry dirt on their backs to wash it in the rivers, while those who wash gold stay in the water all the time with their backs bent so constantly it breaks them; and when water invades the mines, the most arduous task of all is to dry the mines by scooping up pansful of water and throwing it up outside....

After each six or eight months' work in the mines, which was the time required of each crew to dig enough gold for melting, up to a third of the men died. While the men were sent many


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miles away to the mines, the wives remained to work the soil, forced into the excruciating job of digging and making thousands of hills for cassava plants.

Thus husbands and wives were together only once every eight or ten months and when they met they were so exhausted and depressed on both sides . . . they ceased to procreate. As for the newly born, they died early because their mothers, overworked and famished, had no milk to nurse them, and for this reason, while I was in Cuba, 7000 children died in three months. Some mothers even drowned their babies from sheer desperation.... In this way, husbands died in the mines, wives died at work, and children died from lack of milk . . . and in a short time this land which was so great, so powerful and fertile ... was depopulated.... My eyes have seen these acts so foreign to human nature, and now I tremble as I write...."

When he arrived on Hispaniola in 1508, Las Casas says, "there were 60,000 people living on this island, including the Indians; so that from 1494 to 1508, over three million people had perished from war, slavery, and the mines. Who in future generations will believe this? I myself writing it as a knowledgeable eyewitness can hardly believe it...."

Thus began the history, five hundred years ago, of the European invasion of the Indian settlements in the Americas. That beginning, when you read Las Casas-even if his figures are exaggerations (were there 3 million Indians to begin with, as he says, or less than a million, as some historians have calculated, or 8 million as others now believe?) is conquest, slavery, death. When we read the history books given to children in the United States, it all starts with heroic adventure-there is no bloodshed-and Columbus Day is a celebration.

*****

The treatment of heroes (Columbus) and their victims (the Arawaks) the quiet acceptance of conquest and murder in the name of progress-is only one aspect of a certain approach to history, in which the past is told from the point of view of governments, conquerors, diplomats, leaders. It is as if they, like Columbus, deserve universal acceptance, as if they-the Founding Fathers, Jackson, Lincoln, Wilson, Roosevelt, Kennedy, the leading members of Congress, the famous Justices of the Supreme Court-represent the nation as a whole. The pretense is that there really is such a thing as "the United States," subject to occasional conflicts and quarrels, but fundamentally a community of people with common interests. It is as if there really is a "national interest" represented in the Constitution, in territorial expansion, in the laws passed by Congress, the decisions of the courts, the development of capitalism, the culture of education and the mass media.

"History is the memory of states," wrote Henry Kissinger in his first book, A World Restored, in which he proceeded to tell the history of nineteenth-century Europe from the viewpoint of the leaders of Austria and England, ignoring the millions who suffered from those states


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men's policies. From his standpoint, the "peace" that Europe had before the French Revolution was "restored" by the diplomacy of a few national leaders.

But for factory workers in England, farmers in France, colored people in Asia and Africa, women and children everywhere except in the upper classes, it was a world of conquest, violence, hunger, exploitation-a world not restored but disintegrated.

*****

When the Pilgrims came to New England they too were coming not to vacant land but to territory inhabited by tribes of Indians. The governor of the Massachusetts Bay Colony, John Winthrop, created the excuse to take Indian land by declaring the area legally a "vacuum." The Indians, he said, had not "subdued" the land, and therefore had only a "natural" right to it, but not a "civil right." A "natural right" did not have legal standing.

The Puritans also appealed to the Bible, Psalms 2:8: "Ask of me, and I shall give thee, the heathen for thine inheritance, and the uttermost parts of the earth for thy possession." And to justify their use of force to take the land, they cited Romans 13:2: "Whosoever therefore resisteth the power, resisteth the ordinance of God: and they that resist shall receive to themselves damnation."

*****

The Indian population of 10 million that lived north of Mexico when Columbus came would ultimately be reduced to less than a million. Huge numbers of Indians would die from diseases introduced by the whites. A Dutch traveler in New Netherland wrote in 1656 that "the Indians . . . affirm, that before the arrival of the Christians, and before the smallpox broke out amongst them, they were ten times as numerous as they now are, and that their population had been melted down by this disease, whereof nine-tenths of them have died." When the English first settled Martha's Vineyard in 1642, the Wampanoags there numbered perhaps three thousand. There were no wars on that island, but by 1764, only 313 Indians were left there. Similarly, Block Island Indians numbered perhaps 1,200 to 1,500 in 1662, and by 1774 were reduced to fifty-one.

Behind the English invasion of North America, behind their massacre of Indians, their deception, their brutality, was that special powerful drive born in civilizations based on private property. It was a morally ambiguous drive; the need for space, for land, was a real human need. But in conditions of scarcity, in a barbarous epoch of history ruled by competition, this human need was transformed into the murder of whole peoples.


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Questions on “Columbus, the Indians, and Human Progress”:

1. Write down the 5 most important things that Zinn says about Columbus and the 2 most important things he says about history.

a. ___________________________________________________________________

b. ___________________________________________________________________

c. ___________________________________________________________________

d. ___________________________________________________________________

e. ___________________________________________________________________

2. Compare Columbus’ log entries with Las Casas’s journal entries. a. Identify similarities and differences (ex. Description of Arawaks)

Similarities: ________________________________________________________

___________________________________________________________________

Differences: ________________________________________________________

___________________________________________________________________

b. Identify topics that the other did not discuss.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

c. What accounts for the differences? Similarities?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________


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3. If communities share interests, did Columbus and Las Casas belong to the same community? If so, what are their common interests? If not, what interests separate them into different communities? Did Las Casas have more in common with the Arawaks then he did with Columbus?

a. __________________________________________________________________

b. ___________________________________________________________________

c. ___________________________________________________________________

d. ___________________________________________________________________

4. Was Columbus responsible for the behavior of his men?

a. Identify what the soldiers’ behaviors were.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

b. For each act, identify what Columbus could or could not have done to alter the behavior.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________


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Essay Test Questions On Friday, September 14, you will be given ONE (1) of the following six (6) AP essays. You will be expected to write a 1 to 1 ½ page essay in class. Use information from chapters 1-5 of your textbook, The American Pageant, and any other outside information you may have learned.

In developing the essay you will be expected to take a clear stand on the question; create a definitive thesis paragraph; use specific facts or examples to back up your thesis in the body of the essay; and finish with a clear and definitive concluding paragraph.

Unit 1 Essays • COLONIAL AMERICA AP ESSAY #1

Although New England and the Chesapeake region were both settled largely by people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur?

Use your knowledge of the colonial period up to 1700 to develop your answer.

• COLONIAL AMERICA AP ESSAY #2

“Throughout the Colonial period, economic concerns had more to do with the settling of British North America than did religious concerns.”

Assess the validity of this statement with specific reference to economic and religious concerns.


Most major religious movements reflect significant shifts in religious beliefs and produce social change. Apply this generalization to the following TWO religious movements:

Seventeenth-century Puritanism The First Great Awakening


Analyze the cultural and economic responses of TWO of the following groups to the Indians of North America before 1750. British French Spanish


To what extent and why did religious toleration increase in the American colonies during the seventeenth and eighteenth centuries?

Answer with reference to THREE individuals, events, or movements in American religion during the seventeenth and eighteenth centuries.


How did economic, geographic, and social factors encourage the growth of slavery as an important part of the economy of the southern colonies between 1607 and 1775?

(Read and understand Answering the ESSAY Question in AP U.S. History on the following pages.)


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Answering the ESSAY QUESTION in History

Be prepared when you answer an essay question to apply the following principles. Study them. Adhere to them. You will be graded according to the principles set forth in this outline. When you are given an essay question, your first task is to read it and determine its meaning. You must answer it in accordance with its terms. If you do not, the reader cannot give you any credit. Therefore, READING THE QUESTION is a very vital part of taking a test. This statement applies equally to taking the objective type of test as well.

I. Interpreting the question A. Read the directions and read the question carefully

1. Analyze the meaning of the key words. 2. If a choice is permitted, make your choice. Do not try to answer three parts of the question if it

specifies two. The reader will credit only the first two even if you do three. 3. A few minutes spent studying the question and deciding how to answer it may pay dividends in a higher grade. Before you write, jot brief notes in the margins, and then use them.

B. Remember, read the question carefully. Pay attention to the meaning of “lead” or “key” words like these, and then do what they ask you to do in the essay: 1. Analyze: determine the nature and relationship of the component parts of; explain the

importance of. 2. Assess: judge the value or character of something; appraise; evaluate. Assess is used

frequently as: Assess the validity: judge, using logical reasons or factual evidence, the truth or accuracy (use the term in your answer: valid; invalid; partially valid).

3. Compare: note similarities and differences, but focus more on similarities 4. Contrast: note similarities and differences, but focus more on differences. 5. Compare and Contrast: note similarities and differences. 6. Define / Identify: give the specific meaning of a concept or idea. 7. Describe: give an account; tell about; give a word picture. 8. Discuss: talk over; write about; consider from various points of view; present the different sides 9. Evaluate: give an educated opinion based on merit 10. How and why: make known, in detail, the circumstances and the reasons for 11. *In what ways: explain how and why things changed (if they did indeed change). Used

frequently with 12. *To what extent: determine or set the boundaries on an issue; how much (or how little) did

things change? Support your position with facts and details.

* = AP favorites

C. Read the question (yes, again) and prepare to answer the question logically. As an example, if you are told to discuss the meaning of a quotation and reach a conclusion do not state the conclusion and then argue for and against the meaning. State the meaning, then argue against it, then argue for it, then state the conclusion. Order is important.

II. Answering the Question A. State the thesis.

1. Writing a Thesis Statement: A thesis statement is a sentence (or sentences) that expresses the main ideas of your essay and answers the question or questions posed by your essay. It offers your readers a quick and easy to follow summary of what the essay will be discussing and what you as a writer are setting out to tell them.


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2. General Thesis Statement Tips

a. A thesis statement generally consists of two parts: your topic, and then the analysis, explanation(s), or assertion(s) that you are making about the topic. b. A thesis statement is a very specific statement -- it should cover only what you want to discuss in your essay, and be supported with specific evidence. c. Generally, a thesis statement appears at the end of the first paragraph of an essay, so that readers will have a clear idea of what to expect as they read. d. You can think of your thesis as a map or a guide both for yourself and your audience, so it might be helpful to draw a chart or picture of your ideas and how they are connected to help you get started.

B. A good rule is to divide your answer into 3 main parts. 1. First, write a short introduction paragraph of 3 –5 sentences showing that you understand the question. It should contain your thesis, which is the position you are going to take on the question. 2. Write the main body of your answer. This may be 2 – 4 paragraphs in which you present information explaining and supporting your thesis.

3. Finally, write a conclusion in which you make a suitable ending. Here you make: a generalization or a judgment or state the continuing influence or state the results. This part should be brief.

C. Support general statements with facts. 1. Support should be adequate, correct, and relevant. 2. What you write must relate to the subject and the question. 3. Use relevant facts and information; support generalizations with details.

D. Locate events in time and space. The exact date is always best, especially for very important events, but history is more than dates and there are other ways of showing that you know chronology: 1. Within a decade; that is, within 10 years. Ex.: during the last decade of such and such century...

2. Within a quarter of a century... 3. About the same time as another date you know. Ex.: Eli Whitney invented the cotton gin while Washington was President...

E. Allot your time carefully!

F. Concerning famous books, pamphlets, essay, speeches or other writings, apply the same kinds of questions in answering an exam question as you would in studying:

1. Who wrote it? 2. When was it written? 3. Why was it written? 4. What did the author say? 5. What does it mean? 6. What is its degree of accuracy?

III. Use acceptable English. A passing grade in history depends on writing acceptable English. It is not expected that you are a Gibbon or a Churchill, but you are required to write clearly and correctly. Strive for the following characteristics:

A. Logical analysis and presentation with a smooth flow of ideas. B. Adequate vocabulary and accurate use of words. C. Correct paragraphing, sentence structure and spelling.


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Optional Extra Credit Summer Readings: In addition to the assigned summer readings, you may also select a book from the following list of optional summer readings and submit a four page summary for extra credit. These books will supplement your classwork throughout the year and can be used as extra credit in any marking period that you wish throughout the year. Some of the books will be available from the AP US history cart in the NPHS office during the summer for a brief loan period. Other books are available at the library or for purchase on-line. On Wednesday, September 5, you will be asked to submit a four page typed (double spaced) summary for each book that you have read. You may do no more than four book summaries for extra credit. Each summary will be worth 5%, and you may only use one summer extra credit summary per marking period. Note: All of the summaries must be submitted to Turnitin.com in order to receive any credit. EXTRA CREDIT SUMMER READINGS:

CATEGORY 1: HIGHLY RECOMMENDED (by Mrs. Jankowski and Mr. Likens and Past AP Students:

ØØØØ FOUNDING BROTHERS / Joseph J. Ellis TOPIC: A look at how the men who founded the U.S. interacted with each other.

L FOUNDING MOTHERS: THE WOMEN WHO RAISED OUR NATION / Cokie Roberts TOPIC: While the men who founded the United States went off to war or Congress, the women did the difficult work of maintaining their husband’s homes and businesses, sometimes even defending their very doorsteps from British occupation.

L THE FEMININE MYSTIQUE / Betty Friedan Topic: Groundbreaking 1963 work; Friedan defined "mystique" as the worthlessness women feel in roles that require them to be financially, intellectually and emotionally dependent upon their husbands.

CATEGORY 2: OTHER GOOD READS: ØØØØ BEFORE THE MAYFLOWER / Lerone Bennett. Jr. Topic: Classic on the history of African Americans in America 1619-1964

ØØØØ THE PECULIAR INSTITUTION / Kenneth M. Stampp Topic: Classic study of Slavery in the Antebellum South L THE STRANGE CAREER OF JIM CROW / C. Vann Woodward Topic: classic study of the history of the Jim Crow laws and of American race relations in general. Make sure you get the most recent edition, at least 2001.

L A SHORT HISTORY OF RECONSTRUCTION / Eric Foner Topic: An abridged version of Reconstruction: America's Unfinished Revolution; excellent overview debunking many of the myths of Reconstruction.

ØØØØ AGE OF REFORM / Richard Hofstadter Topic: The Populists and The Progressives bring reform to America; 1870-1920

ØØØØ ONLY YESTERDAY / Frederick Lewis Allen Topic: A classic; an informal history of the 1920’s

ØØØØ THE STRENUOUS DECADE / Aaron and Bendiner Topic: A social and intellectual record of the 1930’s L THE WORST HARD TIME / Timothy Egan TOPIC: Tells the story of the environmental disaster of the Dust Bowl and its impact on the people of the “dirty thirties.”

L WAR STORIES: REMEMBERING WORLD WAR II / Elizabeth Mullener Topic: Fifty-three eyewitness accounts of almost every major event in World War II.

L THE FIFTIES / David Halberstam Topic: social, political, economic, and cultural history of the ten years that Halberstam regards as seminal in determining what our nation is today.

L A DIFFERENT MIRROR: A HISTORY OF MULTICULTURAL AMERICA by Ronald Takaki

L WHAT GOD HATH WROUGHT: The Transformation of America 1815 to 1848 by Daniel Walker Howe

L 1776 by David McCollough

L TEAM OF RIVALS by Doris Kearns Goodwin Topic: The Lincoln Presidency

ØØØØ AMERICAN POLITICAL TRADITION / Richard Hofstadter Topic: Selected readings on major American political figures .

ØØØØ THE KILLING ZONE / Frederick Downs Topic: A young soldier’s experience fighting in the Vietnam War

ØØØØ ALL THE PRESIDENT’S MEN / Bernstein & Woodward Topic: Watergate and events that brought down President Nixon

ØØØØ THE RIGHT STUFF / Tom Wolfe Topic: The beginnings of America’s space program. Critics have said this book “is the best … and the most vivid book ever written about America's manned space program.” ØØØØ The Cold War: A New History, / John Lewis Gaddis, ©2005. Gaddis answers such questions as: "What was the "Cold War?" “Did Ronald Reagan win the Cold War?” "How, and why, did it begin?" "How, and why, did it end?" Key to symbols ØØØØ = Limited supply of this title is available from the AP Reading Cart in the Main Office; also available in libraries and bookstores = Not available from the AP Reading Cart; available in libraries and bookstores only.

http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author=Eric%20Foner/104-0914041-3915910

Documents

To: All AP United States History Students From: Mr. … · AP US History – Unit 1 HONOR PLEDGE: I strive to uphold the vision of the North Penn School District, which is to inspire