3) Essays are a big part of the AP curriculum. To that, also bring with you a complete essay (typed) to the following prompt:

Transcription

1 May 18, 2011 Dear (hopeful) Advanced Placement United States History Students: Congratulations on the successes of the school year now coming to a close. At this point, worrying about next year isn t likely to be high on your list of priorities. I don t blame you a bit. That being said, I have some important information to convey: One of the interesting challenges associated with the United States Advanced Placement program is the amount of material we are expected to cover and the amount of time in which to do it. Simply put, we are expected to cover forty (40) chapters in approximately thirty-three (33) weeks. The entire school year is only 36 weeks, so this letter is to help you understand the need for commitment, the high academic standard associated with the course and, how fast we will cover material. As preparation, you will be expected to do a few things over the summer to make the process a little more doable. I fully understand the dynamics of holding you accountable for things prior to the school year beginning, but simply offer this advice, the better prepared you are, the greater chance of success once we officially get under way. You will need to check out the text (American Pageant 14 th edition), it will be available via the library or through the secretaries in the main office. Each student is expected to go through Chapters 1-6 in the text so as to fill comfortable with the material. You will be held accountable for that material and it is expected you will complete the following items: 1) Become familiar with the attached (in packet) vocabulary words pertinent to this time period. Nothing will be turned in, but a quiz-test will be given in the first week to assess your knowledge of these materials. 2) Complete the accompanying Chapters 1-6 exam, ready to hand it in on the first day of school. (It is available at the end of this letter.) Feel free to treat it as a worksheet more than a test. That means you can use your books and friends. (Yes, you can even find them via Google.) Past experience has demonstrated that simply getting the work from someone else does not adequately prepare for the class. 3) Essays are a big part of the AP curriculum. To that, also bring with you a complete essay (typed) to the following prompt: In what ways did ideas, and values held by Puritans influence the political, economic, and social developments of New England colonies from 1630 through the 1660s? Length of the essay should be what you could write in a 40 minute window assuming you already knew the information that should put it in the neighborhood of 2 to 3 pages. 4) As you read, particularly chapters 1-5, look for patterns or themes. From those chapters, pick three specific themes and provide five specific pieces of evidence or support of those themes. Example of a theme: Importance of education. In colonial New England, the development of schools and universities was very much valued. Evidenced by the creation of schools like Harvard (est. 1636) and Yale (est. 1701), etc. Other evidence of education s importance is conversations had in the book of the establishment of youth schools for the training of religious clergy. As you read, the book makes it clear education was much more a part of the lives of those living in colonial New England than it was in other parts of the colonies. Theme packet is also due on the first day of class.

2 l Page 2 May 26, ) Last, but not least, you may have heard about the infamous presidents test. Yes, you are expected to memorize the presidents, their political party, and the years in office. Within the first month or so will be the first presidents test. This is an all or nothing exam; meaning you get 100% or nothing. Don t panic yet, you will also have the opportunity of taking the test over again if you don t pass the first time. (I will explain details in class) Listed below is the presidents list as it should be memorized. President Party Years Washington None Adams Federalist Jefferson Democratic Republican Madison Democratic Republican Monroe Democratic Republican J.Q. Adams Democratic Republican Jackson Democrat Van Buren Democrat Harrison Whig 1841-died Tyler Whig Polk Democrat Taylor Whig died Fillmore Whig Pierce Democrat Buchanan Democrat Lincoln Republican Johnson Republican Grant Republican Hayes Republican Garfield Republican 1881-died Arthur Republican Cleveland Democrat Harrison Republican Cleveland Democrat McKinley Republican Roosevelt Republican Taft Republican

3 l Page 3 May 26, 2011 Wilson Democrat Harding Republican Coolidge Republican Hoover Republican Roosevelt Democrat Truman Democrat Eisenhower Republican Kennedy Democrat Johnson Democrat Nixon Republican Ford Republican Carter Democrat Reagan Republican Bush Republican Clinton Democrat Bush Republican Obama Democrat In addition to your text, listed below are websites very helpful in learning about the AP program and specifically AP U.S. History. (This website has chapter by chapter resources associated directly with our text including, chapter summaries, specific chapter vocabulary, practice quizzes etc. Once on the main page, click Navigate by Chapter in the upper left hand corner and then click through the prepare for class and improve your grade tabs.) This is a very helpful resource because not only are the vocabulary terms given, there is also a definition. This is a website simply created and maintained to help AP U.S. History students. It is somewhat like the cliff notes version of U.S. History. On the main page, click notecards and you will find a list of 1500 U.S. History vocabulary terms with a small definition. There are other resources also available to introduce and explain ideas about AP U.S. History. This site contains information relevant to every particular AP subject, AP test organization, materials, sample test questions etc. We will use this website throughout the year to specifically look at test preparation resources.

4 l Page 4 May 26, 2011 Now that I have prompted you all to drop the class, let me back up by saying that is not necessary. I simply hope you will realize this course is designed to be college level and you need to make a commitment to work hard. On the other hand if that doesn t sound like something you are willing to do, it might be time to reevaluate why you are taking a college level course. You can receive concurrent credit (3 college credits) for the course as well as up to five (5) more college credits depending on your level of success on the AP test. I love teaching AP U.S. History for a lot of reasons, one of which, is the quality of student in the class. I am looking forward to another great year. If you have any questions regarding the course and/or related expectations, please feel free to come see me, or send me an . Sincerely, Gary Miner Gary.miner@nebo.edu Vocabulary List Here is the list of specific vocabulary terms to help guide study efforts. Roanoke Virginia Company Jamestown Starving time House of Burgesses Mayflower Compact Powhatan Confederacy Royal Colony Charter Colony Joint-Stock Colony Proprietary Colony Puritans Massachusetts Bay Colony Great Migration Plymouth Bay Colony Know the names of each of the 13 colonies, those primarily responsible for its founding (Founders), and the story surrounding its founding. Become familiar with the geography of the original 13 colonies Anne Hutchinson John Smith James Oglethorpe Defeat of Spanish Armada Thomas Hooker Separatists/Pilgrims Great Awakening Indentured Servants Bacon s Rebellion Leisler s Rebellion William Bradford Paxton Boys Rebellion Regulators Uprising Salutary Neglect Albany Congress Mercantilism Stono Rebellion Roger Williams Maryland Toleration Act Fundamental Orders of Connecticut King Philip s War Bacon s Rebellion Dominion of New England Halfway Covenant Salem witch trials Great Awakening Salutary Neglect John Peter Zenger case Albany Plan French and Indian War Proclamation of 1763

5 l Page 5 May 26, 2011 Name: Date: 1. The settlement founded in the early 1600s that was the most consequential for the future United States was the A) Spanish at Santa Fe in B) French at Quebec in C) English at Jamestown in D) English at Massachusetts Bay in E) French at Saint Augustine in Match each individual on the left with the correct phrase on the right. A. Francis Drake 1. sea dog who plundered the treasure ships of the Spanish Main B. Walter Raleigh 2. adventurer who tried but failed to establish a colony in Newfoundland C. Humphrey Gilbert 3. explorer whose voyage in 1498 established England s territorial claims in th World 4. courtier whose colony at Roanoke Island was mysteriously abandoned in the 1 5. colonizer who helped establish tobacco as a cash crop in Georgia A) A-2, B-1, C-3 B) A-1, B-4, C-2 C) A-3, B-2, C-1 D) A-4, B-3, C-2 E) A-5, B-4, C-1 3. The first English attempt at colonization in 1585 was in A) Newfoundland. B) St. Augustine. C) Jamestown. D) Roanoke Island. E) Massachusetts Bay. 4. Spain's dreams of empire began to fade with the A) War of Spanish Succession. B) defeat of the Spanish Armada. C) loss of Brazil. D) Treaty of Tordesillas. E) conquest of Mexico by Portugal. 5. All of the following were true of England as the 17th century opened up except A) a large population boom. B) enclosing crop lands, thus forcing small farmers off the land. C) increasing unemployment. D) economic depression hit, displacing thousands of farmers. E) desolate cities with a decreasing population. 6. The financial means for England's first permanent colonization in America were provided by A) a joint-stock company. B) a royal proprietor. C) Queen Elizabeth II. D) the law of primogeniture. E) an expanding wool trade.

6 l Page 6 May 26, All of the following provided motives for English colonization except A) unemployment. B) thirst for adventure. C) desire for markets. D) desire for religious freedom. E) need for a place to exploit slave labor. 8. Despite an abundance of fish and game, early Jamestown settlers continued to starve because A) they had neither weapons nor fishing gear. B) their fear of Indians prevented them from venturing too far from the town. C) they were unaccustomed to fending for themselves and wasted time looking for gold. D) they lacked leaders to organize efficient hunting and fishing parties. E) there were not enough gentlemen to organize the work force. 9. Captain John Smith's role at Jamestown can best be described as A) very limited. B) saving the colony from collapse. C) persuading the colonists to continue their hunt for gold. D) worsening the colonists' relationship with the Indians. E) reducing the terrible death toll. 10. The native peoples of Virginia (Powhatans) succumbed to the Europeans because they A) died in large numbers from European diseases. B) lacked the unity necessary to resist the well-organized whites. C) could be disposed of by Europeans with no harm to the colonial economy. D) were not a reliable labor source. E) All of these 11. The cultivation of tobacco in Jamestown resulted in all of the following except A) the destruction of the soil. B) a great demand for controlled labor. C) soaring prosperity in the colony. D) diversification of the colony's economy. E) the broad-acred plantation system. 12. The summoning of Virginia's House of Burgesses marked an important precedent because it A) failed. B) was abolished by King James I. C) was the first of many miniature parliaments to flourish in America. D) forced King James I to revoke the colony's royal charter and grant it self-government. E) allowed the seating of nonvoting Native Americans. 13. A major reason for the founding of the Maryland colony in 1634 was to A) establish a defensive buffer against Spanish colonies in the South. B) be financially profitable and create a refuge for the Catholics. C) help the Protestants, by giving them a safe haven. D) allow Lord Baltimore to keep all the land for himself. E) repudiate the feudal way of life.

7 l Page 7 May 26, In 1649, Maryland's Act of Toleration A) was issued by Lord Baltimore. B) abolished the death penalty previously given to those who denied the divinity of Jesus. C) gave freedom only to Catholics. D) protected Jews and atheists. E) guaranteed toleration to all Christians. 15. The inhabitants of North Carolina were regarded by their neighbors as A) hostile and violent. B) too submissive to authority. C) outcasts and irreligious. D) far too friendly with Spain. E) too Catholic. 16. Georgia's founders were determined to A) conquer Florida and add it to Britain's empire. B) create a haven for people imprisoned for debt. C) keep Georgia for Catholics. D) restrict the colony to British citizens. E) establish slavery. 17. Virginia, Maryland, the Carolinas, and Georgia were similar in that they were all A) economically dependent on the export of a staple crop. B) proprietary colonies. C) founded after the restoration of Charles II to the throne. D) founded as refuges for persecuted religious sects in England. E) able to live in peace with the Native Americans. 18. Colonists in both the North and the South established differences in all of the following areas except A) patterns of settlement. B) economies. C) political systems. D) values. E) allegiance to England. 19. Match each colony on the left with its associated item. A. Plymouth 1. General Court B. Connecticut 2. Mayflower Compact C. Massachusetts Bay 3. Fundamental Orders 4. patroonships A) A-3, B-2, C-4 B) A-2, B-3, C-1 C) A-4, B-1, C-2 D) A-1, B-4, C-3 E) A-3, B-2, C All of the following were true of the Pilgrims except they A) were also known as Separatists. B) arrived in the New World on the ship the Mayflower. C) arrived at their original destination with no casualties. D) chose Plymouth Bay as their landing site in E) were without legal right to the land and specific authority to establish a government.

8 l Page 8 May 26, The Mayflower Compact can be best described as a(n) A) agreement to follow the dictates of Parliament. B) document that allowed women limited participation in government. C) constitution that established a working government. D) complex agreement to form an oligarchy. E) promising step toward genuine self-government. 22. Among the Puritans, it was understood that A) they would establish democratic government in America. B) clergymen would hold the most powerful political office. C) the purpose of government was to enforce God's laws. D) all adult white male landowners could vote for political leaders. E) women could become religious leaders. 23. People who flouted the authority of the Puritan clergy in Massachusetts Bay were subject to which of the following punishments? A) Fines B) Floggings C) Banishment D) Death E) All of these 24. As the founder of Rhode Island, Roger Williams A) established religious freedom for all but Jews and Catholics. B) supported some types of special privileges. C) established complete religious freedom for all. D) demanded attendance at worship. E) became a very wealthy man. 25. King Philip's War resulted in A) the lasting defeat of New England's Indians. B) France's moving into Canada. C) the formation of a powerful alliance among the Indians to resist the English. D) the last victory for the Indians. E) None of these 26. During the early years of colonization in the New World, England A) closely controlled its colonies. B) maintained an excellent relationship with the Indians. C) paid little attention to its colonies. D) made sure all the colonies had royal charters. E) began the importation of African slaves in large numbers. 27. The Dominion of New England A) included all the New England colonies. B) was created by the English government to streamline the administration of its colonies. C) was designed to bolster colonial defense. D) eventually included New York and east and west New Jersey. E) All of these

9 l Page 9 May 26, As the head of Dominion of New England, Sir Edmund Andros was all of the following except A) an able military man. B) conscientious. C) a Puritan. D) tactless. E) a leader who restricted the press. 29. The population of the Chesapeake colonies, throughout the first half of the seventeenth century, was notable for its A) fast growth rate. B) scarcity of women. C) low death rate. D) stable family life. E) large percentage of middle-aged men. 30. The headright system, which made some people very wealthy, consisted of A) using Indians as forced labor. B) giving land to indentured servants to get them to come to the New World. C) giving the right to acquire fifty acres of land to the person paying the passage of a laborer to America. D) discouraging the importation of indentured servants to America. E) giving a father's wealth to the oldest son. 31. Throughout the greater part of the seventeenth century, the Chesapeake colonies acquired most of the labor they needed from A) African slaves. B) white servants. C) captured Indians. D) West Indian natives. E) prisoners of war. 32. Bacon's Rebellion was supported mainly by A) young men frustrated by their inability to acquire land. B) the planter class of Virginia. C) those protesting the increased importation of African slaves. D) people from Jamestown only. E) the local Indians. 33. All of the following are reasons for increased reliance on slave labor, after 1680, in colonial American except A) higher wages in England reduced the number of emigrating servants. B) planters feared the growing number of landless freemen in the colonies. C) the British Royal African company lost its monopoly on the slave trade in colonial America. D) Americans rushed to cash in on the slave trade. E) the numbers of indentured servants continued to increase in the colonies. 34. For those Africans who were sold into slavery, the middle passage can be best described as A) the trip from the interior of Africa to the coast. B) the easiest part of their journey to America. C) the journey from American parts to their new homes. D) the gruesome ocean voyage to America. E) None of these

10 l Page 10 May 26, The slave society that developed in North America was one of the few slave societies in history to A) produce a new culture based entirely on African heritage. B) rebel against its masters. C) see a reduction in the number of slaves through suicide. D) develop its own techniques of growing corn and wheat. E) perpetuate itself by its own natural reproduction. 36. Most of the inhabitants of the colonial American South were A) large merchant planters. B) landowning small farmers. C) landless farm laborers. D) black slaves. E) native Americans. 37. The New England family can best be described as A) relatively small in size due to the frequency of deaths from childbirth. B) a very stable institution. C) a limiting factor in the growth of the region's population. D) not very close-knit. E) similar to the family in the Chesapeake colonies. 38. In seventeenth-century colonial America, all of the following are true regarding women except A) women had no rights as individuals. B) women could not vote. C) women were regarded as morally weaker than men. D) a husband's power over his wife was not absolute. E) abusive husbands were punished. 39. When new towns were established in New England, all of the following were true except A) a land grant was given by the legislature. B) a meeting house was built. C) a village green was laid out. D) schools were required in towns of more than fifty families. E) families did not automatically receive land. 40. The Half-Way Covenant A) allowed full communion for all nonconverted members. B) strengthened the distinction between the elect and all others. C) brought an end to the jeremiads of Puritan ministers. D) resulted in a decrease in church members. E) admitted to baptism, but not full membership, the unconverted children of existing members. 41. The New England economy depended heavily on A) slave labor. B) the production of many staple crops. C) fishing, shipbuilding, and commerce. D) tobacco. E) rice production.

11 l Page 11 May 26, In contrast to the Chesapeake colonies, those in New England A) had a more diversified economy. B) expanded westward in a less orderly fashion. C) had a more ethnically mixed population. D) were more oriented toward the individual than toward community interests. E) followed the land use pattern established by the local Indians. 43. The impact of New England on the rest of the nation can best be described as A) greatly exaggerated. B) generally negative. C) confined primarily to New England. D) extremely important. E) moderately important. 44. The late-seventeenth-century rebellion in New York was headed by, whereas that in Maryland was led by. A) Nathaniel Bacon, Catholics B) William Berkeley, slaves C) Puritans, Indians D) Jacob Leisler, Protestants E) the Dutch, Catholics 45. As a result of the rapid population growth in colonial America during the eighteenth century A) a momentous shift occurred in the balance of power between the colonies and the mother country. B) the British government was pleased that more workers would be available to fill an increasing need for laborers in Britain. C) the need for slave labor declined. D) the colonists became more dependent on Britain for the goods that they needed to survive. E) the British government granted greater autonomy to colonial governments. 46. An armed march in Philadelphia in 1764, protesting the Quaker oligarchy's lenient policy toward the Indians was known as A) Bacon's Rebellion. B) March of the Paxton Boys. C) Regulator Movement. D) Shays' Rebellion. E) Oligarchy Revolution. 47. In North Carolina, spearheaded by the Scotch-Irish, a small insurrection against eastern domination of the colony's affair was known as A) Bacon's Rebellion. B) March of the Paxton Boys. C) Regulator Movement. D) Shays' Rebellion. E) Whiskey Rebellion. 48. When the British Parliament passed the Molasses Act in 1733, it intended the act to A) stimulate the colonies' triangle trade with Africa and the West Indies. B) satisfy colonial demands for earning foreign exchange money. C) inhibit colonial trade with the French West Indies. D) increase the colonists' standard of living and protect the livelihood of colonial merchants. E) require Americans to sell their molasses to British merchants.

12 l Page 12 May 26, By the early eighteenth century, religion in colonial America was A) stronger than at any previous time. B) holding steadfastly to the belief that spiritual conversion was essential for church membership. C) moving away from clerical intellectualism. D) less fervid than when the colonies were established. E) becoming less tolerant. 50. The New Light preachers of the Great Awakening A) delivered intensely emotional sermons. B) rarely addressed themselves to the matter of individual salvation. C) reinforced the established churches. D) were ultimately unsuccessful in arousing the religious enthusiasm of colonial Americans. E) opposed the emotionalism of the revivalists. 51. The Great Awakening A) undermined the prestige of the learned clergy in the colonies. B) split colonial churches into several competing denominations. C) led to the founding of Princeton, Dartmouth, and Rutgers colleges. D) was the first spontaneous mass movement of the American people. E) All of these 52. All of the following contributed to the lack of development of art and artists in early colonial America except A) simplicity of pioneering life. B) lack of subjects to paint. C) lack of talent among the Americans. D) lack of patrons who could afford the expensive art. E) lack of art schools in America. 53. Culture in colonial America A) involved heavy investment in art. B) was generally ignored and unappreciated. C) showed its native creativity in architecture. D) was always important to the colonists. E) for a long time rejected any European influence. 54. The jury's decision in the case of John Peter Zenger, a newspaper printer, was significant because A) he was found guilty. B) it supported English law. C) it pointed the way to open public discussion. D) the ruling prohibited criticism of political officials. E) it allowed the press to print irresponsible criticisms of powerful people. 55. One political principle that colonial Americans came to cherish above most others was A) the property qualification for voting. B) one man, one vote. C) the separation of powers. D) self-taxation through representation. E) restricting the right to vote to men only.

13 l Page 13 May 26, By the mid-eighteenth century, North American colonies shared all of the following similarities except A) complete democracy. B) basically English in language. C) Protestant in religion. D) opportunity for social mobility. E) some degree of ethnic and religious toleration. 57. France was finally able to join in the scramble for colonies in the New World as a result of the A) Protestant takeover of the French government. B) end of the religious wars. C) revocation of the Edict of Nantes. D) St. Bartholomew's Day Massacre. E) Seven Years' War. 58. The French wanted to control Louisiana because they A) liked its climate. B) wanted to keep the area unfortified. C) would then control the mouth of the Mississippi. D) feared Dutch expansion into the territory. E) saw it as a dumping ground for undesirables. 59. During a generation of peace following the 1713 Treaty of Utrecht, Britain provided its American colonies with A) a large military presence for protection. B) decades of salutary neglect. C) higher taxes passed by Parliament. D) stronger parliamentary direction. E) representative seats in the British Parliament. 60. The clash between Britain and France for control of the North American continent sprang from their rivalry for control of A) Cape Breton Island. B) the Ohio River Valley. C) the Mississippi River. D) the Great Lakes. E) the St. Lawrence River. 61. The Seven Years' War was also known in America as A) the War of Jenkins's Ear. B) the French and Indian War. C) the War of the Austrian Succession. D) King William's War. E) Queen Anne's War. 62. The reason Britain needed to control the Ohio Valley was to A) continue their westward pushing for continued economic security and supremacy of their way of life. B) ensure defeat of the French in the War of Jenkins Ear. C) halt the growth of Spanish imposition in North America. D) secure the Mississippi River and continue pushing further south to control all of Mexico. E) link their Canadian holdings with those of the lower Mississippi Valley.

14 l Page 14 May 26, The reason France needed to control the Ohio Valley was to A) stop Spain from extending its empire. B) help win the War of Jenkins's Ear. C) stop the Indian attacks on its outposts. D) link its Canadian holdings with those of the lower Mississippi Valley. E) be able to put more of its settlers there in order to increase farm production. 64. The long-range purpose of the Albany Congress in 1754 was to A) achieve colonial unity and common defense against the French threat. B) propose independence of the colonies from Britain. C) declare war on the Iroquois tribe. D) prohibit New England and New York from trading with the French West Indies. E) gain peace with France. 65. Benjamin Franklin published in his Pennsylvania Gazette his most famous cartoon of the colonial era, a disjointed snake, which A) promoted the idea that America, if they accepted the Albany Plan, would be cut apart and die. B) promoted the idea that America, if they did not accept the Albany Plan, would be cut apart and die. C) argued that the British would cut apart the French (like the snake) once the Albany Plan was accepted. D) implied that the French was like the snake, waiting to be cut apart by the Albany Plan. E) promoted the idea that the French, if they accepted the Albany Plan, would join forces with the British and be united, unlike the disjointed snake. 66. In the peace arrangements that ended the Seven Years' War A) France surrendered all of its territorial claims to North America. B) England turned Florida over to Spain. C) Spain ceded all of Louisiana, including New Orleans, to Britain. D) France lost all its valuable sugar islands in the West Indies. E) the British got all of Canada except Nova Scotia. 67. As a result of the Seven Years' War, Great Britain A) gained control of Louisiana. B) became the dominant power in North America. C) annexed the island of Cuba. D) gained exclusive control of the slave trade. E) All of these 68. With the British and American victory in the Seven Years' War A) the American colonies grew closer to Britain. B) Americans now feared the Spanish. C) a new spirit of independence arose, as the French threat disappeared. D) the Indians were stopped from ever again launching a deadly attack against whites. E) the British no longer retaliated against the Indians. 69. The Proclamation of 1763 was designed mainly to A) oppress the colonists. B) punish the Indians. C) show the power of Parliament. D) allow western settlement by the colonists. E) work out a fair settlement of the Indian problem.

15 l Page 15 May 26, The Proclamation of 1763 A) was warmly received by American land speculators. B) removed the Spanish and Indian menace from the colonial frontier. C) declared war on Chief Pontiac and his fierce warriors. D) prohibited colonial settlement west of the Appalachian Mountains. E) opened Canada to American settlement.