AP United States History Summer 2017 AP Test Date Friday, May 11, 2018 Overview In order to provide a strong foundation and allow for the proper review time for the AP United States History (APUSH) Exam in May, students are expected to complete an independent over the summer. In order to complete the assignments as well as assignments during the academic year, students should purchase a hard copy of Eric Foner s Give Me Liberty AP 3 rd Edition. The textbook can be purchased using the link below. https://www.amazon.com/give-me-liberty-american- History/dp/0393263401/ref=sr_1_1?ie=UTF8&qid=1494125332&sr=8-1&keywords=give+me+liberty+ap+edition In addition to the assignments listed below, students can expect a test the first week back from summer vacation. Assignments 1. Read the following chapters and complete chapter review questions. Responses for each question should be at least 1-2 paragraphs. a. Chapter 1 New World b. Chapter 2 Beginnings of English America, 1607 1660 c. Chapter 3 Creating Anglo America, 1660 1750 d. Chapter 4 Slavery, Freedom, and the Struggle For Empire to 1763 2. APUSH DBQ
AP United States History Document Based Question (DBQ) Summer 2017 Directions Question 1 is based on the accompanying documents. The documents have been edited for the purpose of this exercise. Components of a DBQ In your response you should do the following. Thesis o Present a thesis that makes a historically defensible claim and responds to all parts of the question. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion. Argument Development o Develop and support a cohesive argument that recognizes and accounts for historical complexity by explicitly illustrating relationships among historical evidence such as contradiction, corroboration, and/or qualification. Use of the Documents o Utilize the content of at least six of the documents to support the stated thesis or a relevant argument. Sourcing the Documents o Explain the significance of the author s point of view, author s purpose, historical context, and/or audience for at least four documents. Contextualization o Situate the argument by explaining the broader historical events, developments, or processes immediately relevant to the question. Outside Evidence o Provide an example or additional piece of specific evidence beyond those found in the documents to support or qualify the argument. Synthesis o Extend the argument by explaining the connections between the argument and ONE of the following. A development in a different historical period, situation, era, or geographical area. A course theme and/or approach to history that is not the focus of the essay (such as political, economic, social, cultural, or intellectual history). Notes In text citations (Doc. A) are required in order to demonstrate use and sources of the documents. Any outside sources should be properly cited within your response and be included in a works cited. Length of the response will vary depending on use of the documents. o Ideal Length 3 to 4 pages MLA Format Submitted at the discretion of the instructor (Mr. Maurtiz or Mr. Wallace) in the first week back from summer vacation. Any questions on the assignment may be forwarded to Mr. Mauritz (rmauritz@fairfieldprep.org) or Mr. Wallace (jwallace@fairfieldprep.org).
DBQ Question Discuss the nature of the relationship between the Indians and the English along the Atlantic seaboard in the years 1600 to 1700 and to what extent that relationship changed over the seventeenth century. Use these documents and your knowledge of the period from 1600 to 1700 to compose your answer Document A Source: Proceedings of the Virginia House of Burgesses, 1619 Be it enacted by this present Assembly that for lay-ing a surer foundation of the conversion of the Indians to the Christian religion, each town, city, bor-ough, and particularly plantation do obtain unto themselves, by just means, a certain number of the natives children to be education by them in true religion and a civil course of life of which children the most towardly [promising] boys in wit and graces of nature to be brought up by them in the first elements of literature, so as to be fitted for the college intended for them; that from thence they may be sent to that work of conversion. Document B Source: Report of Edward Waterhouse, 1622, from the records of the Virginia Company of London. On Friday morning (the fatal day) the 22 nd of March [1622] also in the evening as in other days before they came unarmed into our houses, without bows or arrows, or other weapons, with deer, turkeys, fish, furs, and other provisions to sell and truck with us for glass, beads, and other trifles; yea, in some places, sat down at breakfast with our people at their tables, whom immediately with their own tools and weapons, either laid down, or standing in their houses; they basely and barba-rously murdered, not sparing either age or sex, man woman or child. Document C Source: Matthaes Merian, An Indian Massacre of 1622 in de Bry s America, 1628
Document D Source: The Book of the General Lawes and Libertyes Concerning the Inhabitants of the Massachusets 1647 Nor shall any man within this Jurisdiction amend, repair, or cause to be amended or repaired any gun belonging to any Indian Nor shall sell or give to any Indian any such gun, or any militarie weapons upon [pain] of tens pounds fine, and that court of Assistants shall have power to increase the Fine; or to impose [corporal] punishment It is ordered that in all places, the English shall keep their cattle from destroying the Ind-ians corn, in any ground where they have right to plant; and if any of their corn be destroyed for want of fencing or herding; the town shall make satisfaction Provided that the Indians make proof that the cattle of such a town, farm, or person did the damage. And it is farther ordered and decreed by this Court; that no Indian shall at any time powaw, or performe outward worship to their false gods; or to the devil in any part of our Jurisdiction Document E Source: Report of Plymouth Colonial Officials, 1675. Not to look back further than the troubles that were between the Colony of New Plymouth and Philip, sachem [chieftain] of Mount Hope in the year 1671, it may be remembered that [he] was the offending party; and that Plymouth had just cause to take up arms against him; and it was then agreed that he should pay that colony a certain sum of money, in part of their damage and charge by him occasioned; and he then not only renewed his ancient covenant of friendship with them; but made himself and his people absolute subjects to our Sovereign Lord King Charles the Second But sometime last winter the Governor of Plymouth was informed by Sassamon, a faithful Indian, that the said Philip was undoubtedly endeavoring to raise new troubles, and was endeav-oring to engage all the sachems round about in a war against us Document F Source: John Easton, deputy Governor of Rhode Island, A Relation of the Indian War, 1675 Philip charged it to be dishonesty in us to put off the Hearing the just Complaints, therefore we con-sented to hear them. They said thay had bine the first in doing Good to the English, and the English the first in doing Rong; said when the English first came, their King s Father was as a great Man, and the English as a littell Child; he constrained other Indians from ronging the English, and gave them Corn and shewed them how to plant.... And another Greavance was, if 20 of their honest Indi-ans testified that a Englishman had dun them Rong, it was as nothing; and if but one of their worst Indians testified against any Indian or their King, when it pleased the English it was suffi-cient.... Another Grievance, the English Catell and Horses still increased; [and] they could not keep their Corn from being spoiled, they never being used to fence, and thought when the English bought Land of them they would have kept their Catell upon their owne Land. Another Grievance, the English were so eager to sell the Indians [liquor]...
Document G Source: Report of the Royal Commission to the Crown, 1677 The people [became] jealous [of] Governor [Berke-ley of Virginia] for the lucre of beaver and otter trade, etc., with the Indians, rather sought to pro-tect the Indians than them, since after public proc-lamations prohibiting all trade with the Indians (they complain), he privately gave commission to some of his friends to truck with them, and that those persons furnished the Indians with powder, shot, etc., so that they were better provided than His Majesty s subjects. The peoples of Charles City County (near Mer-chants Hope) being [denied] a commission by the Governor, although he was truly informed... of several formidable bodies of Indians coming down on the heads of the James River within fifty or sixty miles of the English plantations... they begin to beat up drums for volunteers to go out against the Indians, and so continued sundry days drawing into arms, the magistrates being either so remiss or of the same faction that they suffered the disaster without contradiction or endeavoring to prevent so dangerous a beginning.... Document H Source: A Treaty between the Agents of Masachusett s Bay, New Plymuth, and Connecticut, and the Sachems [Chieves] of the Five Nations, at Albany in Year 1689 We patiently bore many Injuries from the French, from one Year to another, before we took up the Axe against them.... We assure you, that we are resolved never to drop the Axe, the French never shall see our Faces in Peace, we shall never be rec-onciled as long as one Frenchman is alive. We shall never make Peace, though our Nation should be ruined by it, and every one of us cut in Pieces. Our Brethren of the three Colonies may depend on this....[w]e are resolved to look on your enemies as ours.... Brethren your War is our War, for we will live and dye with you....