SUMMER ASSIGNMENT:PERIOD 1: 1491-1607
CHAPTER 1
SUMMER ASSIGNMENT:
- Read Chapter 1 in the AMSCO Textbook (about 10 pages). The textbook has an American flag background.
- Complete the outline for Chapter 1. Print this at school or at home. I have a few copies in my classroom (K111). First come first serve.
- Study the Terms for Chapter 1 (listed below and in Quizlet)
- Here is AMSCO CHAPTER 1(Click on it to download)
- Here is the CHAPTER 1 Outline.(Click on it to download) In the future, you can find the outlines in Canvas. See helpful hints for outlines below. Yes, I know it says not mandatory and optional. In the future, most will be optional. For Chapter One, YOU MUST COMPLETE IT.
- I would suggest going over the Period Review posted above. Just hover over "Period One Review" and it should link and download.
- You will have an open outline quiz on the content and terms of AMSCO Chapter 1 the first full week of school on Monday (A) or Tuesday (B) so if you are really procrastinating, you can still get it done the first weekend.
- For Chapters 5-31, MOST outlines are not mandatory. Students who choose to continue to do outlines may use them on quizzes 5-31!
From speaking with former students, if this is your first AP class, the outline will take you about 3-4 hours. If you took AP World last year, it will take you about 1-3 hours. Obviously these are generalizations and each individual is different, but just to give you an idea. Don't get too discouraged or overwhelmed, as most students said they got faster at the outlines and by second term the majority of students said outlines took 1-2 hours.
TERMS to know for your chapter 1 quiz
Key Terms: 3 sisters (hint-if you can't find this, download the Period Review at the top of the page), maize, encomienda system, asiento system, Columbian exchange, Bartolome de Las Casas, Sepulveda, Pueblo Revolt
My quizlet user name is ronrichards and the link to this terms set is https://quizlet.com/215956107/chapter-1-flash-cards/
The quizlet terms/definitions will be on most of your chapter quizzes and unit tests, as well as your midterms and finals. Chapter 1 is unlocked. In order to gain access to any future quizlets, you must join the class and the link to join the class is https://quizlet.com/join/TNYZ7McKW
PLEASE BE SURE YOUR QUIZLET NAME IS A VARIATION OF YOUR NAME THAT I WILL RECOGNIZE AS YOU.
HELPFUL HINTS FOR COMPLETING THE OUTLINES
- To receive credit, you must hand print it on the actual outline, not your own lined paper.
- See the Chapter Outlines link for specific instructions/tips
Consider: Native culture prior to European contact, difference between regions based on environmental differences), importance of maize, motivations for exploration, goals of Europeans, effects of the Columbian Exchange, how did Europeans justify the treatment of the Natives?
Consider: What were the differences between Spanish and English exploration?
Key Concept 1.1 (All of the highlighted key concepts link to a video on that key concept) As native populations migrated and settled across the vast expanse of North America over time, they developed distinct and increasingly complex societies by adapting to and transforming their diverse environments. (MIG-2.0) (GEO-1.0)
I. Different native societies adapted to and transformed their environments through innovations in agriculture, resource use, and social structure.
Key Concept 1.2: Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange and significant social, cultural, and political changes on both sides of the Atlantic Ocean.
I. European expansion into the Western Hemisphere generated intense social, religious, political, and economic competition and changes within European societies. (WXT-2.0) (WXT-3.0) (WOR-1.0)
II.The Columbian Exchange and development of the Spanish Empire in the Western Hemisphere resulted in extensive demographic, economic, and social changes. (MIG-1.0) (WXT-1.0) (GEO-1.0)
III.In their interactions, Europeans and Native Americans asserted divergent worldviews regarding issues such as religion, gender roles, family, land use, and power. (CUL-1.0) (CUL-3.0) (CUL-4.0) (WOR-1.0)
DOCUMENTS
YOU DON'T HAVE TO DO ANY OF THESE FOR THE SUMMER ASSIGNMENT. WE WILL DO THESE IN CLASS.
- Civil War and Revolution Article
- Early Contact Short Answer Question
- Documents: Sepulveda and De Las Casas You just have to follow the instructions on page one.
- Seasons of Want and Plenty Part I (reading) and Part II (chart comparison of native American regions)
- I would suggest just reading through the documents first and just try to get the main idea. Then, go back through and look for specific arguments they are making.
- So, just to clarify in case you are having a hard time. On the first page of the above document, the first two boxes are just asking for the thesis/main idea.
- The second row two boxes are asking for specific examples within the document that support the author's thesis. You can paraphrase and there are more than one, as well as more than one right answer
- The third box is asking essentially what you think about the given facts in the second row. Are they valid or not? How does the information change or support the views you had about the topic before reading?
- You don't have to do anything other than fill out the boxes. Well, you might want to read the articles too.
VIDEOS
I strongly suggest subscribing to one or more of the following channels to help with content comprehension.
The first 2 are APUSH teachers and the 3rd is sanctioned by the College Board. Crash course is fun and great, but doesn't follow AP key concepts. A great overview or review, but not great for learning the material. Adam Norris and Jocz are great for content, but give similar info, so it is more the style you prefer. I would watch all three and decide which style you like the best and subscribe to their channel for the rest of the year.
Adam Norris-- He also has a great website...with terms www.apushreview.com