APUSH Summer 2014 Assignment
Welcome to Advanced Placement U.S. History! The 2014-2015 academic year will be a very
busy one as we prepare for the Advanced Placement exam in May 2015. APUSH is a rigorous college-level course that will require extensive background knowledge in U.S.
History and well-developed historical analysis skills. Due to the nature of the course,
much of the burden of learning the content will be placed on you, the student—we will not
be able to accomplish everything during class time alone and it is important that class time
is spent focusing on the development of AP Skills. As a result, being a student in APUSH will
require a great deal of outside work coupled with effective time-management skills, as many
of you will be very busy with other courses and activities as well.
To demonstrate your abilities as a self-directed learner, every APUSH student will be
required to complete the following summer assignment that will be due the first day of
class. The summer assignment is broken into four parts:
Part 1 Guided Reading & Review (31 points)
Part 2 Guided Reading & Review (35 points)
Essay Planning Guide (20 points)
Colonial America Map Activity (14 points)
Summer Assignment Total Value: 100 points
IMPORTANT DIRECTIONS:
1. To complete the summer assignment you will need to access the following link for By the
People: A History of the United States: http://www.livebinders.com/play/play?id=1207960
. When you go to the link you will be asked to enter an Access Key- “viator”. The website
will contain both Part 1 and Part 2 of the textbook in a PDF- you may upload them to
Notability if you would like to annotate the text as you read.
2. EACH ANSWER IS TO BE HANDWRITTEN IN YOUR OWN WORDS- typed answers
will not be accepted and the student will be given a zero on the summer assignment.
Additionally, students are to complete their own work- students caught cheating
(using another’s work, supplying work to another, working with a student, plagiarizing,
etc.) will receive a grade of failure on the assignment and the school’s academic
integrity process will be followed.
3. It is important that you READ THE TEXT- don’t skim for the answers, seek out other
sources (ex. websites, etc.), or attempt to simply rely on the summaries at the end of
each chapter- if you do you will be unable to sufficiently answer the questions given.
Keep in mind the guided readings and reviews are in preparation for TWO tests that will
be given the first two weeks of school- it is your responsibility to learn the content and
material discussed in parts 1 and 2 as there will be very limited time in class to discuss
the topics in great detail before the exams.
4. Pay attention to the key terms and people listed at the beginning of the questions for
each corresponding chapter- in addition to the questions in the guided reading you will
be responsible for this content as well. (Note: the key terms/people given are not always
the bolded words in the text.)
5. Finally, please pace yourself- if you wait until the last week before school starts to begin
this assignment you will not be giving yourself enough time to properly learn the
material. It is recommended that you create an assignment calendar beginning in July
dividing the guided readings by chapter and section- if you follow an assignment
calendar plan on having the guided readings completed by the end of the second week
of August you will have a week to complete your essay planning guide and map
assignment before classes begin.
By the end of this summer assignment you should be able to:
1. Describe what the archeological record tells about the arrival, development, and cultures of the first
peoples of North America.
2. Describe the diversity of Amerindian cultures in the U.S. on the eve of their encounter with the
Europeans.
3. Describe the changes in Europe that led to Columbus’s voyages and that shaped European attitudes
when encountering the peoples of the Americas.
4. Describe the political, cultural, and religious developments in Africa that would shape contact between
Europeans and Africans in the Americas.
5. Contrast developments in Asia with those in Europe at the time when Europeans first reached the
Americas.
6. Explain the reasons behind the voyages of Columbus and early Spanish encounters with the peoples of
the Caribbean, Mexico, and South America.
7. Explain how the Protestant Reformation and the development of the nation-state changed Europe and
European ideas about how best to settle and govern America.
8. Analyze early Spanish and French exploration in North America- what is the present day U.S.
9. Explain English explorers, privateers, why the English began to settle North America, and how slavery
was introduced into the English colonies.
10. Analyze the relationship between politics in England, internal colonial tensions, and life in the English
colonies in North America during the 1600s.
11. Explain France’s growing role and power in North America and its impact on English and Spanish
colonies.
12. Analyze the impact of Indian uprisings and the expansion of other European powers on Spain’s colonies
in New Mexico, Texas, and California.
13. Analyze the impact of England’s Glorious Revolution on the thinking and political organization of British
colonists in North America.
14. Explain why and how slavery developed as it did in the late 1600s and early 1700s.
15. Analyze the changes in the ideas and daily lives of the people in British North America in the 1700s as a
result of events within and beyond the colonies.
Some Final Words of Advice:
1. Enjoy your summer. These few assignments should not consume all of your free time this summer. Go to
the movies, take a swim, or go shopping with your friends. You will wish for that free time during the
school year! 2. Explore history. If you take a vacation, see if you can stop at an historical marker along the way. Or, do a
little research about the place you are visiting. Take the time to start thinking historically. History is all
around you if you allow yourself to see it!
3. Read. Try to read several books over the course of the summer. You will do a ton of reading in this class
next year and if you are not in the habit of turning pages, it will be much more difficult to adjust. Read
fiction, if that is your choice, but try picking up a historical book as well. There are some real page-
turners about American history. Ask at the library and they will be delighted to steer you in the right
direction.
4. Write. Keep a journal for the summer, or try to write a short story. The more you write the easier it is to
write well. You will do a lot of writing in this class. The more comfortable you are with writing the more
successful you will be.
5. Become an informed citizen. Read the newspaper. Watch CSPAN. Listen to NPR. Try to keep updated on
the world’s events. Develop an opinion about Obama’s successes and failures as a president.
6. Learn your geography. Geography is going to play an important part of this course. Do you know all 50
states? Learn them. Can you find the major mountain ranges of the US on a map? What about rivers,
oceans and lakes? Memorize them! How about other continents: do you know the locations of countries in
Latin America? Europe? Asia? The more you know about geography the farther ahead you will be.
7. Watch history movies! Do you really need to watch Captain America 2 again? Of course not! If you have a
free evening – try to watch something historical. Visit http://www.historyplace.com/films/index.html for
suggestions, or type “good history movie” into Google and see what comes up!
8. Memorize the Presidents and their major accomplishments. This will help you prepare for the AP
exam in May, so you may as well get a jump start. Try to do them in blocks of 3: Washington, Adams,
Jefferson (pause) Madison, Monroe, Adams …
9. Explore your family history. Stuck for a conversation starter at dinner? Ask your elders what it was like
growing up. Do they remember any significant events in American history? How were they affected?
You’ll be surprised how interesting people’s lives really are.
APUSH Name: _________________________
Summer Assignment _____/31
Part 1 Guided Reading & Review Part I: Using Chapters 1 and 2 of the text answer the questions below. Make sure to provide a complete
handwritten answer as this will be your study guide for the test that will be given the first week of school
on this unit. In addition, pay attention to the key terms and people listed for each chapter- these are the
terms you will be responsible for on the test. For each item you should not only be able to identify it but
also explain its connection/significance to the chapter and American history. Note: Each question is
worth ½ point each unless indicated otherwise. (22 points)
Chapter 1- Key Terms & People
Bering Land Bridge
Clovis people
Anasazi
Cahokia
Mound Builders
Pueblo
Hopi
Shasta
Iroquois Confederacy
Aztec
Maya
Inca
Leif Erickson
Black Death
Prince Henry the Navigator
Reconquista
Ghana
Mali
Songhay
Chapter 1- Section 1
1. How do most anthropologists explain the peopling of North America? Cite evidence they use to
support this explanation.
2. How have recent discoveries related to the peopling of America changed our understanding of the
first American immigrants? Provide specific examples.
3. How did the environment of the southwest shape Anasazi culture and civilization? Provide two
specific examples.
4. How did the adoption of settled agriculture shape the development of Cahokia society?
Read the American Voices “The Natchez Tradition, ca.800” to answer questions 5-6.
5. How does the story teller explain the migration patterns of his people?
6. What light does the story shed on relations between Amerindian peoples before the arrival of
Columbus in the Americas?
Chapter 1- Section 2
7. What other terms does the text use besides American Indian to describe the first peoples of Native
America? What terms do most descendants prefer?
8. What similarities did most Amerindians have in common? Provide three. What caused their
cultures and civilizations to develop differently from one another?
9. Why do historians believe the Cahokia civilization declined in the mid-1300s?
10. How would you explain the fact that after the demise of the Cahokia no urban center of similar
size and sophistication emerged to take its place?
Read the American Voices “Richard Hakluyt, The True Pictures and fashions of the People in that
Part of Americans Now Called Virginia, 1585” to answer questions 11-12.
11. Based on this document, what picture might an Elizabethan reader have formed about the
conditions in Virginia?
12. In your opinion, how useful is this document as evidence of the true nature of Amerindian
societies in Virginia? Support your opinion with specific examples from the text using the section
titled “The Iroquois Confederacy and the Tribes of the Atlantic Coast”.
13. Complete the following chart as you read about the three empires below. (1 point)
Aztec Maya Inca
Location
Religion &
Culture
Government
Economy
14. Describe the world views of most Amerindian peoples in regards to alliances and war? What
impact did this have when the Europeans arrived?
Chapter 1- Section 3
15. Describe life in Europe during the 1400s.
16. What were the long-term consequences for Europe of the fall of Constantinople to the Ottoman
Empire in AD1453?
17. What were the motives of Prince Henry “the Navigator” for exploration? Provide three.
18. Using the examples of England, France, and Italy, what conditions needed to be present in order
for a country to engage in exploration? Provide two. Why did Spain take the lead in westward
expansion?
Chapter 1- Section 4
19. How did trade affect the development of Ghana, Mali, and Songhay?
20. Why were Europeans unable to dictate the terms of their economic relationships with West and
Central African states?
21. What made traditional slavery in Africa different from the slave trade that emerged in the 15th
century?
Chapter 1- Section 5
22. Compare Europe and Asia on the eve of European westward expansion- How did China compare
to England in population, military capacity, and power?
23. Write a thesis statement answer the following question: Why did China fail to take the lead on
global exploration that began in the 15th century?
Chapter 2- Key Terms & People
Christopher Columbus
Taino
Amerigo Vespucci
Treaty of Tordesillas
Mestizo
Mulatto
Silk Road
Colombian Exchange
Hernán Cortés
New Spain
Francisco Pizarro
Bartolomé de Las Casas
encomienda
conquistadores
Ninety-Five Thesis
Protestant Reformation
nation-state
Peace of Augsburg , 1555
Peace of Westphalia
Ponce de León
Pánfilo de Narváez
Marcos de Niza
Seven Cities of Cibola
Francisco de Coronado
Hernando de Soto
Juan Rodriquez Cabrillo
St. Augustine
primogeniture
New Mexico
Don Juan de Oñate
John Cabot
Anglicans
Puritans
Spanish Armada, 1588
privateer
Walter Raleigh
Chapter 2- Section 1
24. What do Columbus’s words and actions arriving in the new World tell us about his motives for
making his voyages?
Read the American Voices “The Dedication of Columbus’s Log to the King and Queen of Spain,
1492” to answer questions 25-26.
25. What connection did Columbus make between Spain’s defeat of Muslim Granada, the expulsion
of the Jews from Spain, and his own voyage across the Atlantic?
26. What does the document suggest about the role of religion in motivating Spain’s efforts at
overseas exploration and expansion?
27. Why did native populations decline so rapidly after 1492? Provide examples/data. Which cause
for this was most important, why?
28. Who were the “winners” and “losers” in the shift toward an ocean-focused global trade system?
29. Explain how the outnumbered Europeans were able to defeat the Aztecs and Inca.
Read the American Voices “Bartolomé de Las Casas, The History of the Indies, 1550” to answer
questions 30-31.
30. What kinds of abuses did Las Casas identify? What motives did he imply were behind Spanish
brutality?
31. Who might Las Casas have been hoping to influence by publicizing Spanish abuses in the New
World?
Chapter 2- Section 2
32. What role did the printing press play in the Reformation?
33. How did political and religious developments in 16th-century Europe shape the course of
European settlement in the Americas?
Chapter 2- Section 3
34. Why did the French try to colonize Florida? What happened to the Narváez expedition as a
result?
35. What did the Spanish survivors of the French expedition (de Vaca, Dorantes, Maldonado, and
Esteban) learn from their mistakes in their exploration of Texas?
36. What can account for the failure to follow up on the De Soto, Coronado, and Cabrillo
expeditions? Why did Spanish authorities remain uninterested in this territory for so long?
37. How did the Pueblos respond to early Spanish efforts to find gold in their territory? What does
their response tell you about their strategies for dealing with these newcomers?
38. How was Spanish settlement of Florida different than Spanish settlement of Mexico and Peru?
When did the Spanish officially give up the colony of Florida?
Chapter 2- Section 4
39. What were the motives behind the Cartier and Verrazano expeditions? How did they differ from
French interest in settling Fort Caroline, Florida in 1562?
40. What caused the French to remain uninterested in North America immediately after Cartier’s
exploration?
Chapter 2- Section 5
41. How did events in the decades before Elizabeth I came to the throne shape her religious policies?
42. By the late 1500s what was the primary focus of the English visiting the Americas? What impact
did this have on the English role in the colonies and the world?
43. Why did contemporaries see most of the European expeditions in North America during the
1500s as failures?
_____________________________________________________________________________________
Part II: After completing the guided reading questions above please take the AP Practice Test for Part 1
on pp 57-60. Record your handwritten answers below. Make sure to read the directions given for the
short and long answer essay questions. (9 points)
Section 1- Multiple Choice: Answer each of the following multiple choice questions and record your
letter choice below. (1/4 point each)
1.1 1.5 1.9 1.13
1.2 1.6 1.10 1.14
1.3 1.7 1.11 1.15
1.4 1.8 1.12 1.16
Section 2- Short Answer Questions: If your last name begins with an A-K answer question 1.17; if your
last name begins with L-Z answer question 1.18. Please list the question number (1.17 or 1.18) that you
will be responding to below before beginning and use complete sentences. If letter options are provided
in the prompt organize your answer accordingly. (5 points)
Section 3- Long Essay Question: If your last name begins with an A-H answer question 1.19; if your last
name begins with I-Z you will be responding to one of the long essay questions for Part 2. Do not write
an essay- instead use the provided Essay Planning Guide to construct your response. (20 points- will be
awarded separately from the Part 1 Guided Reading Grade)
Section 4- Document-Based Question: Do not complete.
APUSH Name: _________________________
Summer Assignment _____/35
Part 2 Guided Reading & Review Part I: Using Chapters 3 and 4 of the text answer the questions below. Make sure to provide a complete
handwritten answer as this will be your study guide for the test that will be given the second week of
school on this unit. In addition, pay attention to the key terms and people listed for each chapter- these
are the terms you will be responsible for on the test. For each item you should not only be able to identify
it but also explain its connection/significance to the chapter and American history. Note: Each question is
worth ½ point each unless indicated otherwise. (25 points)
Chapter 3- Key Terms & People
Jamestown
John Smith
Powhatan
Virginia Company
Agricultural Revolution
Puritans
Separatists
Pilgrims
Mayflower Compact
Plymouth Colony
William Bradford
Massasoit/Squanto
Massachusetts Bay Colony
John Winthrop
Fundamental Orders of
Connecticut
Roger Williams
Anne Hutchinson
Halfway Covenant
Proprietary colony
headright system
Henry Hudson
patroons
William Penn
Quakers
James Ogelthorpe
John Rolfe
indentured servants
English Civil War
Pequot War
King Philips war
Bacon’s Rebellion
Samuel de Champlain
Pueblo Revolt
Chapter 3- Section 1
1. Why didn’t the European’s settle North America in the 1500s? What was their primary economic
activity in North America during this time period?
2. What problems did the settlers in Jamestown face in 1607-1608? Be specific.
3. How AND why did the relationship between the Jamestown colonists and the local Indians
change during the settlement’s first two decades?
4. How did the purpose AND funding of Jamestown (Virginia) change over the first two decades?
5. Describe the makeup of passengers on the Mayflower.
6. What kind of society did the Pilgrims hope to establish? In this context, why did North America
seem like a good place to settle? Could this still be difficult to attain (examine the makeup of the
passengers on the Mayflower)?
Read the American Voices “Of Plymouth Plantation, by William Bradford, 1630-1651” to answer
questions 7-8.
7. What challenges did the first Plymouth settlers face?
8. What does Bradford’s account tell us about the importance of Native American peoples to the
initial survival of the settlement?
9. How did the values of the Massachusetts Bay Colony impact America’s future beliefs on
government, religious freedom and dissent, and education? Provide specific examples.
10. Name two ways that the Maryland colony was different than earlier colonies.
11. What country settled New Amsterdam? What was the religious and ethnic makeup of the settlers?
How did the English acquire it?
12. Compare the socio-economic systems that developed in Carolinas to the other colonies. What
caused them to differ?
13. Where and when did slavery begin in the thirteen colonies?
14. What was the nature of slavery in British North America before the 1680s? Be specific.
Chapter 3- Section 2
15. How did the English Civil War shape the development of British North America?
16. What caused friendly relations to collapse between the Indians and colonists in New England
during the 1600s?
Read the American Voices “Mary Rowlandson, The Sovereignty and Goodness of God, 1682” to
answer questions 17-18.
17. What connections can you make between this passage and the title of Rowlandson’s work?
18. How would you explain the Indians’ decision to take captives rather than simply killing all the
town’s inhabitants? What uses might they have had for such captives?
Read the American Voices “The Declaration of the People by Nathaniel Bacon, General, 1676” to
answer questions 19-20.
19. What does the excerpt from Bacon’s declaration tell us about the underlying causes of social
tensions during the mid-1600s in Virginia?
20. What role did Bacon and his followers believe the colonial government should play in Virginia?
How might their views have differed from those of Berkeley and his supporters?
21. What was the significance of Bacon’s Rebellion on early American history?
22. Compare and contrast Maryland, New York, and Pennsylvania in the 1600s. How would you
explain the differences you note?
Chapter 3- Section 3
23. How did the fur trade reshape relations between the Indian peoples who participated in it?
24. Compare and contrast Anglo-Indian and Franco-Indian relations. How would you explain the
differences you note?
25. What are the origins of “Illinois” and “Chicago”?
26. List three of the most important French expeditions- include the route and long-term
consequences.
Read the American Voices “Journal of the Voyage of Father Jacques Gravier, of the Society of
Jesus…” to answer questions 27-28.
27. What kinds of communities did Father Gravier encounter on his journey?
28. What does Father Gravier’s account suggest about the nature of French settlement along the
Mississippi River in 1700?
Chapter 3- Section 4
29. What role did religion play in the Pueblo revolt?
30. What were the primary motives behind Spanish expansion in North America during the 1700s?
Chapter 4- Key Terms & People
Peter Zenger
Glorious Revolution
divine right of kings
John Locke
natural rights
middle passage
Olaudah Equiano
Stono Rebellion
Act of Union
Salem witch trials
Smallpox vaccine
Benjamin Franklin
mercantilism
capitalism
Navigation Acts
Triangle Trade
Thomas Bell
Age of Enlightenment
First Great Awakening
Jonathan Edwards
George Whitefield
Albany Plan of Union
Chapter 4- Section 1
31. Compare and contrast British ideas of kingship before and after the Glorious Revolution. What
was the most important change brought about by the events of 1688 and 1689?
32. What impact did the Glorious Revolution and John Locke have on the political landscape of
British North America?
Chapter 4- Section 2
33. How and why did the relationship between slavery and race in British North America change
between 1650 and 1750? Be specific.
34. Describe the sequence of events that took the typical African slave from his or her homeland to
the Americas. What physical and psychological hardships did slaves experience during this
journey?
35. What led to the Stono Rebellion in 1739? What was its impact on the colonies?
36. What events led to the execution of thirty Africans in New York in 1741?
37. What is the difference between a “society with slaves” and a “slave society” AND how did part
of North America become the latter?
Chapter 4- Section 3
38. What was life like for women living in British North America in the 1700s? In your description
make sure to discuss hardships, responsibilities, and social contact.
39. How did colonial cities transform themselves in the 1700s? Be specific.
Read the American Voices “Benjamin Franklin, The Way to Wealth, 1757” to answer questions 40-41.
40. What values did Franklin endorse?
41. What groups in colonial society would have been most likely to see Franklin’s values as their
own? Why?
42. How did Americans respond to the Navigation Acts? What impact did they have on American
history?
43. How did social classes begin to change in the 1700s?
Read the American Voices “Thomas Bell, A Very Different American Life” to answer questions 44-45.
44. How would you explain Bell’s fame during his own lifetime? Why might his successful act of
impersonation have captured the imagination of the colonial public?
45. What role did newspapers play in creating Bell’s fame? What does his story tell us about the role
of the newspapers in colonial popular culture?
46. What were the goals of the leaders of the First Great Awakening? How did they try to achieve
them?
47. What impact did the First Great Awakening have on American society?
Read the American Voices “Jonathan Edwards, A Treatise concerning Religious Affections” to
answer questions 48-49.
48. How did Edwards define “true religion”?
49. What does this passage tell us about Edwards’s views on the state of contemporary colonial
religious practice?
50. How did wars between Europe’s powers disrupt life in colonial America? What impact did these
wars have on the colonies?
Part II: After completing the guided reading questions above please take the AP Practice Test for Part 2
on pp 125-128. Record your handwritten answers below. Make sure to read the directions given for the
short and long answer essay questions. (10 points)
Section 1- Multiple Choice: Answer each of the following multiple choice questions and record your
letter choice below. (1/4 point each)
2.1 2.7 2.12 2.17
2.2 2.8 2.13 2.18
2.3 2.9 2.14 2.19
2.4 2.10 2.15 2.20
2.5 2.11 2.16 2.21
2.6
Section 2- Short Answer Questions: If your last name begins with an A-K answer question 2.22; if your
last name begins with L-Z answer question 2.23. Please list the question number (2.22 or 2.23) that you
will be responding to below before beginning and use complete sentences. Please organize your response
using the letter options provided and list the letter you are responding to before each answer. (5 points)
Section 3- Long Essay Question: If your last name begins with an A-H you should have already
responded to question 1.19 (essay in Part 1) and you do not need to complete this section; if your last
name begins with H-N please respond to question 2.24; if your last name begins with O-Z respond to
question 2.25. Do not write an essay- instead use the provided Essay Planning Guide to construct your
response. (20 points- will be awarded separately from the Part 2 Guided Reading Grade)
Section 4- Document-Based Question: This will be completed in-class.
APUSH Name: _________________________
Summer Assignment _____/20
Essay Planning Guide Directions: Complete the planning guide below for your assigned essay AFTER completing the
corresponding guided readings- a zero will be given if you fail to complete the correct essay. Please
handwrite in your own words referencing ideas learned from the text using complete sentences for each
part of the planning guide. Note: You may not copy from the textbook or use other sources to complete
this response. Make sure you read each direction carefully and your response is complete.
Some Reminders:
1. Maintain PAST TENSE and write in THIRD PERSON (no- I, me, we, us, you, etc.)
2. A proof is SPECIFIC EVIDENCE- think key terms, people, and events. Do not
provide a broad generalization and try to pass it off as a proof. For example, if
writing a paragraph on the impact of technology on World War I a broad
generalization would be mentioning that there was chemical warfare used; a piece of
specific evidence would be a discussion on poison gas referencing the use of mustard
and phosgene.
3. When providing analysis remember that it must tie back to that portion of your thesis
statement being discussed in your body paragraph- if you are unable to do that you
are not making the proper argument.
Essay assignments- if your LAST NAME begins with…
A-G: Analyze the similarities and differences in TWO of the following American Indian
cultures on the eve of their encounter with Europeans: Pueblo people of the
Southwest; Tribes of the Mississippi Valley; Aztec, Mayan, and Inca Empires.
H-N: Some historians have described Native Americans during the sixteenth to the
eighteenth centuries as occupying not the “frontier,” but the “middle ground.”
Support, modify, or refute this contention using specific evidence.
O-Z: Some historians have argued that the settlement of the English colonies was
undertaken in haphazard manner, with little regard to geography, climate, peoples,
or practical demands of the New World. Support, modify, or refute this contention
using specific evidence.
* * * * * * * * * * *
Essay Topic: __________________________________________________________
Introduction
Broad Idea- who, what, where, when:
Historical Event- this needs to be a specific incident with a date:
Thesis Statement- must take a stance and have THREE parts (number each part):
Body Paragraph One
Topic Sentence- must be part one of your thesis:
(body paragraph one cont.)
Proof One with Analysis:
Proof Two with Analysis:
Proof Three with Analysis:
Overall Analysis:
Transition:
Body Paragraph Two
Topic Sentence- must be part two of your thesis:
Proof One with Analysis:
Proof Two with Analysis:
Proof Three with Analysis:
Overall Analysis:
Transition:
Body Paragraph Three
Topic Sentence- must be part three of your thesis:
Proof One with Analysis:
Proof Two with Analysis:
Proof Three with Analysis:
Overall Analysis:
Transition:
Conclusion
Restate thesis:
Immediate Impact:
Future Historical Impact- you may not have a “happily ever afterism” here- meaning that you cannot say
something like “and this why America is the way it is today”.
APUSH Name: _________________________
Summer Assignment _____/14
Colonial America Map Activity
Label each of the original thirteen colonies on the map of colonial America using page 117 of the text (1/4 point
each). Next to each of the colonies listed below, write down the year in which it was founded (reference Chapter
3-1 for help) (1/4 point each).
Connecticut- _______________
South Carolina - _______________
Delaware- _______________
Georgia- _______________
Maryland- _______________
Massachusetts- _______________
New Hampshire- _______________
New Jersey- _______________
New York- _______________
North Carolina- _______________
Pennsylvania- _______________
Rhode Island- _______________
Virginia- _______________
Label each of the following settlements using page 117 of the text (1/4 point each). Spanish Florida New France
Use the maps on pages 64, 117 to identify the following settlements. Indicate each of their locations with their
corresponding number on the map (1/4 point each).
1. Boston
2. Charles Town (Charleston)
3. Hartford
4. Jamestown
5. Montreal
6. New Amsterdam
7. Plymouth
8. Providence
9. Quebec
10. Roanoke
11. Salem
12. Savannah
13. Williamsburg
14. St. Augustine
15. New Orleans
Label the following physical features on the map using pages 64, 41, (1/4 point each).
Appalachian Mountains
Gulf of Mexico
Chesapeake Bay
Hudson River
St. Lawrence River
Mississippi River
Ohio River
Lake Superior
Lake Michigan
Lake Huron
Lake Erie
Lake Ontario
Atlantic Ocean