AP US History / Mr. Klipfel: Assignment Sheet: Unit #1

Assignment or event:	Due date or Quiz/exam date:
Chapter 1 Cornell Notes / Study Guide due	Friday, 15 August
Chapter 1 Essay Outline due and Chapter Quiz	Monday, 18 August
Term paper topic selection list due
Term paper permission slip and money due
Chapter 2 Cornell Notes / Study Guide due	Tuesday, 19 August
Article Reading Quiz: Jamestown	Wednesday, 20 August
Chapter 2 Essay Outline due and Chapter Quiz	Thursday, 21 August
Term paper initial research assignment due
Chapter 3 Cornell Notes / Study Guide due	Friday, 22 August
Map Quiz #1	Monday, 25 August
Chapter 3 Essay Outline due and Chapter Quiz	Tuesday, 26 August
Chapter 4 Cornell Notes / Study Guide due	Wednesday, 27 August
Chapter 4 Essay Outline due and Chapter Quiz	Friday, 29 August
Chapter 5 Cornell Notes / Study Guide due	Tuesday 2, September
Term paper 25 sources list due for verification
TERM PAPER RESEARCH FIELD TRIP TO LAPL	Thursday, 4 September
Chapter 5 Essay Outline due and Chapter Quiz	Monday, 8 September
Unit #1 30 Minute In-class Unit #1 Essay Exam: Chapters 1-5	Monday, 8 September

Chapter Cornell Notes:

There are two purposes behind the chapter reading notes. First, we learn and retain more when we write, speak, and think. Second, you will have a great tool to study from when reviewing for quizzes, exams, or the AP test.

1. While reading the assigned chapters, generate a chapter review study tool using the Cornell Notes strategy. You are welcome to make adjustments to this style of note-taking, but it should contain the basic components of Cornell Notes. The length of this will vary based on the chapter, but it's better to start with too much than too little. You may wish to insert time lines, diagrams, word lists, sketches, or other useful tools.

2. Whenever possible, these should be done before the chapter is reviewed in class. Therefore, start a chapter the night of the last quiz.

3. These should be generated on your own and written by hand. Feel free to consult others and make changes once you have done the initial reading and made the notes.

4. Make them neat, thorough and concise. Highlighting key names and terms with colored pens is HIGHLY suggested. Adding post-its is great too.

5. Adding questions in the left column and summaries at key points enhance your review tool. Discuss these in study groups!

Chapter Essay Outlines

For each chapter you are expected to produce a roughly one page essay outline with a clear thesis, topic sentences, and specific supporting evidence--in an outline format. Refer to the sample shared in class. This also should be hand-written. As you get better at these, they should take less than 10 minutes. They should be done the day before a given chapter's quiz so you already understand the material.

1. Create a question or prompt that asks something that all or most of the chapter's content would be able to address.

2. Brainstorm ideas and information relevant to the prompt.

3. Cluster / outline the information in some logical way. These groupings will become your paragraphs.

4. Create a thesis that clearly introduces, explains and focuses an argument for your essay. Make this Roman numeral I.

5. Convert the clustered information into an outline, and write topic sentences that would be appropriate for the body paragraphs of your imaginary essay. Topic sentences will be the other Roman numerals.

The number of paragraphs/topic sentences that your essay should have will be determined by how you break down the argument in your thesis.

These will not always be graded or collected, but you are to have them completed and ready to turn in with your chapter review Cornell Notes.

Geography Quiz #1: Misc. world, the Americas and Colonization

Asia, Europe, Africa, North America, South America, Australia, Antarctica, Pacific Ocean, Atlantic Ocean, Indian Ocean, Arctic Ocean, Bering Sea (Strait), St. Lawrence River, Strait of Magellan, Rocky Mountains, Andes Mountains, Appalachian Mountains, Gulf of Mexico, Caribbean Sea, Rio Grande, Amazon River, Mississippi River, Yucatan Peninsula, Scandinavia, Mediterranean Sea, Equator, Mexico, United Kingdom, England, Scotland, Portugal, Canada, USA, France, Spain, Peru, Brazil, India, China, Russia, Arabian, Peninsula, Italy, Bahamas, California, Florida, Louisiana Territory, Quebec, Cuba

Northern colonies: Massachusetts (Boston), New Hampshire, Rhode Island, Connecticut

Middle colonies: New York (New Amsterdam-->New York City), New Jersey, Pennsylvania (Philadelphia)

Southern colonies: Maryland, Delaware, Virginia (Jamestown), South Carolina, North Carolina, Georgia

Vocabulary, chapter review terms and review essay prompts:

(1) nomadic, mestizo, isthmus, matrilineal, whetted, cataclysmic, epochal, ecosystems, reverberations, bullion, burgeoning, encomienda, pagans, dubious, quell, Francisco Pizarro, Juan Ponce de Leon, Hernando de Soto, Columbus, Montezuma, Hernan Cortes, Ferdindand Magellan, Vasco Nunez Balboa, Francisco Coronado, Renaissance, Treaty of Tordesillas, Great Ice Age, Spanish Armada, Act of Toleration, conquistadors, Aztecs, inflation

How did events in Europe, Asia, and Africa motivate Spanish exploration, colonization, and empire building in the Americas?

Analyze the factors that worked for and against the Native Americans following the arrival of the Spanish and other Europeans.

To what extent were the conquistadores villains or heroes for their actions in the Americas?

(2) winnowed, hapless, rout, primogeniture, joint-stock, scant, intrepid, respite, meted, indigenous, benign, sedentary, pungent, diaspora, manacled, Virginia Company, joint-stock company, slavery, enclosure, royal charter, slave codes, yeoman, proprietor, squatter, primogeniture, indentured servitude, Lord De La Warr, Pocahontas, Powhatan, Oliver Cromwell, Walter Raleigh/Roanoke, James Oglethorpe, John Rolfe, Vasco da Gama, Francis Drake, Lord Baltimore, John Smith, House of Burgesses, Restoration, nation-state, Act of Toleration, Iroquois Confederacy, Queen Elizabeth, James I

Explain why England’s permanent arrival in the Americas was a century behind Spain’s ventures.

Support or refute the following statement: “North Carolina was the least typical of England’s five plantation colonies.”

To what extent did agriculture shape and influence England’s southern colonies in North America?

(3) predestination, fraternizing, franchise, contemporary, antinomianism, inquisitors, heresy, incursion, encroachment, chafed, despotic, indentures, incursion, semiautonomous, asylum, John Calvin, Anne Hutchinson, Roger Williams, Henry Hudson, William Bradford, Peter Stuyvesant, Thomas Hooker, William Penn, John Winthrop, King Philip, John Cotton, Sir Edmund Andros, elect, franchise, predestination, freemen, visible saints, conversion, antinomianism, Reformation, Pilgrims, New England Confederation, Calvinism, Mass Bay Company, Dominion of New Eng, Navigation Laws, Glorious Revolution, Puritans, General Court, Dutch West Ind. Co., Separatists, Bible Commonwealth, Quakers, Mayflower, Protestant ethic, Mayflower Compact, Fundamental Orders, covenant, benign neglect

How were the motives, methods, and conditions of English colonies unique when compared to those of Spain, and why might English colonies have been more inclined to eventually acquire independence?

Compare and contrast the New England and middle colonies in terms of motives of their founders, religious and social orientation, economic pursuits, and political development.
To what degree did the Puritans' religious outlook and the government of Massachusetts Bay affect the development of all the New England colonies?

(4) headright, malcontents, monopoly, chattel, cornucopia, longevity, rudimentary, proprietors, jeremiad, covenant, lynching, persecutions, annulled, dregs, egalitarian, William Berkeley, Nathaniel Bacon, indentured servitude, slave codes, Half-Way Covenant, headright system, middle passage, jeremiads, Bacon's Rebellion, Leisler's Rebellion

Analyze the development and attributes of America’s race-based slave system from historical African slavery to that found in the colonies by 1700.

Support or refute the following statement: “An American way of life had emerged in England’s North American colonies by 1700.”

To what extent were conditions and developments in the American colonies promoting the values of democracy, opportunity, pluralism, tolerance, and materialism by 1700?

(5) vanguard, oligarchy, connivance, export, pseudonym, sect, social mobility, elite, gentry, tenant, veto, secular, speculation, coerce, scrutinize, Jonathan Edwards, Ben Franklin, Michel-Guillaume de Crevecoeur, George Whitefield, John Peter Zenger, Phillis Wheatley, Paxton Boys, Great Awakening, Old and New Lights, triangular trade, Molasses Act, naval stores

Analyze how intensely religious events and movements resulted in the early stages of religious freedom and a separation of church and state by 1750.

By 1750, what features of colonial life and politics hindered or contributed to the development of popular democracy in the American colonies?
To what extent was colonial American society increasingly less reflective of England by the middle 1700’s?