Name: ___________________________________________ 2019

AP WORLD

SUMMER ASSIGNMENT

Using your textbook, complete the following for each chapter:

1. Read Chapters 17 & 18

2. Vocabulary - to be done on lined paper. Please attach.

3. Map Exercises

4. Primary Source Analysis

5. Charts

6. Guided Notes

To access the guided notes and other study materials, go to our AP World 10 (Summer Assignment)

Google Classroom:

- https://classroom.google.com/

- Select the + symbol in the right hand corner to join a class

- Enter the code - 20kz039

This Assignment should be brought to the 1st DAY OF CLASS– No exceptions.

You will be TESTED within the first week of school. The test will consist of multiple choice

questions and a written response.

Chapter 17

The Diversity of American Colonial Societies

Vocabulary: Using your textbook, take notes/define the terms on a separate sheet of paper and attach.

1. Columbian Exchange

2. Viceroy

3. Bartolome de Las Casas

4. Potosi

5. Encomienda

6. Mita

7. Creoles

8. Mestizos

9. Mulattos

10. Castas

11. Indentured Servants

12. House of Burgesses

13. Pilgrims

14. Puritans

15. Iroquois Confederacy

16. New France

17. Coureurs de bois

18. Tupac Amaru II

19. Navigation Acts

Map Exercises: Plot the following on the maps provided. All maps should include a KEY.

Using map 17.1 Colonial Latin America in the Eighteenth Century

- Identify the following, differentiating between Spanish and Portuguese land:

Viceroyalty of New Spain

Viceroyalty of New Granada

Viceroyalty of Brazil

Viceroyalty of Peru

Viceroyalty of La Plata

Audiencia of Chile

- Identify silver mines with symbol

Using map 17.2 European Claims in North America, 1755-1763

- Label each of these regions and color-code by colonizer as of 1755:

British

French

Spanish

Russian

Use shading to show changes by 1763

Chart: The Colombian Exchange– take detailed notes with specifics from the text.

Old World (origin) New World (origin)

People

(Population,

Races, Social

Status)

Plants

Animals

Diseases

Social Impact

Economic

Impact

Comparing Colonial Societies in the Americas

Directions: Read the passage below and underline/highlight all of the direct comparisons between Latin America and

North America that you can find! Then using the information from this reading and your summer assignment, complete

the Venn Diagram that follows.

What the Europeans had discovered across the Atlantic was a second “old world” but their actions surely gave rise to a

“new world” in the Americas. In at least one respect, these various colonial empires – Spanish, Portuguese, British and

French – had something in common. Each of them was viewed through the lens of the prevailing economic theory known

as mercantilism. This view held that European governments served their countries’ economic interests best by

encouraging exports & accumulating bullion (precious metals such as silver and gold), which were believed to be the

source of national prosperity. Colonies, in this scheme of things, proved closed markets for the manufactured goods of

the “mother country.” Mercantilist thinking thus fueled European wars & colonial rivalries around the world in the early

modern era.

Because the British were the last of the European powers to establish a colonial presence in the Americas, a full century

after Spain, they found that “only the dregs were left.” The lands acquired were largely regarded in Europe as the

unpromising leftovers of the New World, lacking the obvious wealth and sophisticated cultures of the Spanish

possessions. Until at least the eighteenth century, these British colonies remained far less prominent on the world stage

than those of Spain or Portugal.

The British settlers came from a more rapidly changing society than did those from an ardently Catholic, semi-feudal,

authoritarian Spain. When Britain launched its colonial ventures in the seventeenth century, it had already experienced

considerable conflict between Catholic & Protestants, the rise of a merchant capitalist class distinct from the nobility, &

the emergence of parliament as a check on the authority of the kings. Although they brought much of their English

culture with them, many of the British settlers – Puritans in Massachusetts and Quakers in Pennsylvania for example –

sought to escape aspects of an old European society rather than to recreate it, as was the case for most Spanish and

Portuguese colonists. The easy availability of land and the outsider status of many British settlers made it even more

difficult to follow the Spanish or Portuguese colonial pattern of sharp class hierarchies, large rural estates and dependent

laborers.

The British settlers also were far more numerous; by 1750, they outnumbered Spanish settlers by five to one. This

disparity was the most obvious distinguishing feature of the New England and middle Atlantic colonies. Devastating

diseases and a highly aggressive military policy had largely cleared the colonies of Native Americans, and their numbers

did not rebound in subsequent centuries as they did in the lands of the Aztecs and the Incas. Moreover, slaves were not

needed in an agricultural economy dominated by numerous small-scale independent farmers working their own land,

although elite families, especially in urban areas, sometimes employed household slaves. These were almost pure settler

colonies, without the racial mixing that was so prominent in Spanish and Portuguese territories.

The grand irony of the modern history of the Americas lay in the reversal of long-established relationships between the

northern and southern continents. For thousands of years, the major centers of wealth, power, commerce, and innovation

lay in Mesoamerica and the Andes. That pattern continued for much of the colonial era, as the Spanish and Portuguese

colonies seemed far more prosperous and successful than their British or French counterparts. In the nineteenth and

twentieth centuries, however, the balance shifted. What had once been the “dregs” of the colonial world became the

United States, which was more politically stable, more democratic, more economically successful & more internationally

powerful than a divided, unstable, & economically less developed Latin America

Source: Ways of the World (Strayer)

Chpt 17: The Diversity of American Colonial Societies

1530–1770

The Columbian Exchange

Demographic Changes

The peoples of the New World _________________________ to diseases from the

____________________________. Smallpox, ________________, diphtheria, typhus, __________________,

malaria, and yellow fever led to severe _______________________________ of native peoples in the Spanish

and Portuguese _____________________________.

________________________________ was the only significant disease thought to have been

___________________________________________ to Europe.

Similar patterns of contagion and mortality may be observed in the __________ and

_____________________________ in _____________________________.

_____________did not use disease as a tool of empire, but the spread of Old World diseases clearly undermined

the ability of___________ peoples to resist settlement and accelerated cultural change.

Transfer of Plants and Animals

European, Asian, and African food crops were introduced to the Americas while American crops,

including_________, __________,__________ , manioc, and___________, were brought to the Eastern

Hemisphere.

The ______________of New World food crops is thought to be one factor contributing to the rapid growth in

world population after 1700.

The introduction of European livestock such as cattle, pigs, horses, and sheep had a dramatic influence on the

_______________and on the ____________of the native people of the Americas.

Old World ___________destroyed the crops of some Amerindian farmers. Other Amerindians benefited from

the introduction of cattle, sheep, and horses.

Spanish America and Brazil

State and Church

The Spanish crown tried to exert ________control over its American colonies through a supervisory office called

the _________of the__________.

In practice, the difficulty of communication between _________and the _____ ________ led to a situation in

which the Viceroys of New Spain and Peru and their subordinate officials enjoyed a substantial degree

of_________.

After some years of neglect and mismanagement, the ______________in 1720 appointed a viceroy to

administer Brazil.

The governmental institutions established by _________and ___________were highly developed, costly

bureaucracies that thwarted local economic initiative and political experimentation.

The _________Church played an important role in transferring European language,__________ , and Christian

beliefs to the New World.

Catholic ________converted large numbers of Amerindians, although some of them secretly held on to some of

their native beliefs and practices.

Catholic clergy also acted to protect Amerindians from some of the ___________and _________ of the Spanish

settlers.

One example is Bartolome de Las Casas, a former settler turned priest who ____________Spanish policies

toward the Amerindians and worked to improve the status of Amerindians through ________reforms such as

the New Laws of 1542.

Catholic ___________were frustrated as Amerindian converts blended Christian beliefs with elements of their

own cosmology and ritual.

In response, the ___________________ redirected its energies toward the colonial cities and towns, where the

Church founded _____________and secondary schools and played a significant role in the _____________and

____________life of the ____________________________.

Colonial Economies

The colonial economies of Latin America were dominated by the ________mines of Peru and Mexico and by

the_________ plantations of Brazil.

This led to a dependence on __________and ____________exports.

The economy of the ___________colonies was dominated by the silver mines of Bolivia and Peru until 1680 and

then by the _____________________ of Mexico.

Silver mining and processing required a large labor force and led to _____________effects that included

___________________________ and ________________ poisoning.

In the agricultural economy that dominated ____________________________ up to the 1540s, Spanish settlers

used the forced-labor system of __________to exploit __________________________________________.

With the development of silver-mining economies, new systems of labor exploitation were devised: in Mexico,

______________-wage labor, and in Peru, the______.

Under the mita system, one-seventh of adult male Amerindians were _______for forced labor at less than

subsistence wages for six months of the year.

The mita system undermined the traditional agricultural economy, __________Amerindian village life, and

promoted the __________of Amerindians into Spanish colonial society.

The Portuguese developed the _________-labor sugar plantation system in the Atlantic islands and then set up

similar plantations in Brazil.

The __________plantations first used Amerindian slaves and then the more expensive but more productive (and

more disease-resistant) _________________ slaves.

Sugar and silver played _________roles in integrating the American

__________economies into the system of world trade.

Both Spain and Portugal tried to control the trade of their American colonies through ___________and

__________systems that facilitated the collection of taxes but that also restricted the flow of

_______________________ goods to the colonies.

Society in Colonial Latin America

The elite of Spanish America consisted of a relatively small number of __________immigrants and a larger

number of their American-born descendants (______________________________).

The Spanish-born dominated the highest levels of____________, church, and___________, while the creoles

controlled agriculture and mining.

Under colonial rule the cultural _________of Amerindian peoples and the class differentiation within the

Amerindian ethnic groups both were eroded.

People of _________descent played various roles in the history of the Spanish colonies.

Slaves and free blacks from the Iberian Peninsula participated in the _________and ___________of Spanish

America; later, the direct slave trade with Africa led both to an increase in the number of ___________ and to a

decline in the legal status of blacks in the ___________________ colonies.

At first, people brought from various parts of _______________ retained their different cultural identities; but

with time, their various __________blended and mixed with European and ____________________ languages

and beliefs to form distinctive local_________ .

Slave resistance, including ________________________________, was always brought under control, but

runaway slaves occasionally formed________ that defended themselves for years.

Most slaves were engaged in ____________labor and were forced to submit to harsh discipline and

________________________________________.

The overwhelming preponderance of males made it impossible for slaves to _________traditional African family

and marriage patterns or to adopt those of Europe.

In colonial Brazil, Portuguese immigrants controlled _______and the__________, but by the early seventeenth

century Africans and their American-born descendants–both slave and free–were the _________________

group.

The growing population of individuals of mixed European and Amerindian descent (__________), European and

African descent (_________), and mixed African and Amerindian descent were known collectively as

“________.” Castas dominated small-scale retailing and construction in the cities, ran small ranches and farms in

the _________________________, and worked as wage laborers; some gained high status and wealth and

adopted Spanish or Portuguese culture.

Colonial Expansion and Conflict

Imperial Reform in Spanish America and Brazil

After 1713 Spain’s new _________dynasty undertook a series of administrative reforms including

expanded__________ trade, new commercial monopolies on certain goods, a _________navy, and better

policing of the trade in __________ goods to the _____________________________________.

These reforms coincided with the eighteenth-century economic expansion that was led by the__________ and

_________economies of Cuba, the Rio de la Plata, ______________________, ________________, and Central

America.

The Bourbon policies were____________ to the interests of the grazing and agricultural export economies,

which were increasingly linked to illegitimate trade with the

___________________________________________________.

The new monopolies aroused opposition from _______elites whose only gain from the reforms was their role as

leaders of militias that were intended to ________________________________________________________.

The Bourbon policies were also a factor in the Amerindian uprisings, including that led by the

__________Amerindian leader __________________________ Condorcanqui (Tupac Amaru II).

The rebellion was suppressed after more than two years and cost the _________colonies over 100,000 lives and

enormous ________ of property damage.

Brazil also underwent a period of economic _________and administrative

________________________________________________.

Economic expansion fueled by_____, diamonds, ________, and cotton underwrote the _________reforms, paid

for the importation of nearly 2 million African slaves, and

_________________________________________________.

Reform and Reorganization in British North America

In the latter half of the seventeenth century the British Crown tried to control colonial trading (__________) and

manufacture by passing a series of ___________Acts and by suspending the elected assemblies of the New

England colonies.

Colonists resisted by ___________the governors of New York and Massachusetts and by removing the Catholic

proprietor of Maryland, thus setting the stage for future confrontational politics.

During the eighteenth century ___________ growth and new immigration into the British colonies was

accompanied by increased ___________and a more _________________________________________.

Chapter 18

The Atlantic System and Africa

Vocabulary: Using your textbook, take notes/define the terms on a separate sheet of paper and attach.

1. Atlantic System

2. Chartered Companies

3. Dutch West India Company

4. Plantocracy

5. Driver

6. Seasoning

7. Manumission

8. Maroons

9. Capitalism

10. Mercantilism

11. Royal African Company

12. Atlantic Circuit

13. Middle Passage

14. Songhai

15. Hausa

16. Bornu

17. Cassava

Map Activities: Plot the following on the maps provided. Both maps should include a KEY.

Using Map 18.2 The African Slave Trade, 1500-1800

Label and shade the main SOURCES of African slaves for the Americas in blue

Label and shade the main areas of IMPORTATION of slaves in the Americas in Red

Draw the main slave-trade routes from Africa to the Americas, Europe and Arabia

Using Map 18.3 West African States and Trade, 1500-1800

Kingdom of Songhai, ca. 1500

Timbuktu

Kingdom of Kanem-Bornu, ca. 1500

Hausaland

Asante

Benin

Gold Coast

Slave Coast

Chart: The Atlantic Circuit– take detailed notes with specifics from the text.

Starting Points/Regions Covered Goods Transported

First Leg

Second Leg

Third Leg

Primary Source Analysis: Read the selection ‘Slavery in West Africa and the Americas’ (pg.540-541) and answer the

questions below.

1. Which aspects of Ayuba Suleiman’s experience of enslavement were normal, and which unusual?

2. How different might Ayuba’s experiences of slavery have been had he been sold in Jamaica rather than

Maryland?

3. How strictly was the ban against enslaving Muslims observed in Hausaland?

Chpt 18: The Atlantic System and Africa,

1550–1800

Plantations in the West Indies Colonization Before 1650

Spanish settlers introduced ___________________________________ into the West Indies shortly after

___________ but did not do much else toward the further development of the islands. After 1600 the

_______________________ developed colonies based on _________________________________.

Tobacco consumption became popular in _______________________________. Tobacco production in the

_______________________ was stimulated by two new developments: the formation of chartered companies

and the availability of _______________________ in the form of European indentured servants.

In the mid-1600s competition from milder _________________________ and the expulsion of experienced

__________________________________ from Brazil combined to bring the West Indian economies from

tobacco to ______________________________.

The ________________________ had introduced sugar-cane cultivation to __________, and the Dutch West

India Company, chartered to bring the Dutch wars against Spain to _________________________, had taken

control of ________________ of sugar-producing Brazilian coast.

Over a fifteen-year period the Dutch improved the __________________ of the Brazilian

___________________________ and brought ______________ from Elmina and Luanda (also seized from

__________) to Brazil and the West Indies.

When Portugal ________________ Brazil in 1654, the Dutch sugar planters brought the Brazilian system to the

_____________________ Caribbean Islands.

Sugar and Slaves

Between 1640 and the 1680s colonies like _________________________, and particularly

___________________ made the transition from a tobacco economy to a ___________________________.

In the process of doing so, their demand for labor caused a sharp and significant

______________________________________________________________.

The shift from ___________________________________ to enslaved African labor was caused by a number of

factors, including a _____________________ of Europeans willing to indenture themselves to the

____________________, the fact that the _________________________ of a slave after landing was longer

than the term of the typical ______________________________, and a ____________________ prices that

made planters more able to invest in slaves.

Plantation Life in the Eighteenth Century

Technology and Environment

Sugar plantations both grew sugar cane and _______________________ into sugar crystals,

_________________________________.

The technology for growing and harvesting cane was simple, but the _________ required for processing

(_____________________________________) was more

______________________________________________.

The expenses of sugar production led planters to seek _____________________ by

_________________________________________________.

Sugar production _______________________________________ by causing soil

________________________________________________.

Repeated cultivation of sugar cane ______________________ of the plantations and led the planters to

__________________________, thus accelerating the _____________________ that had begun under the

_____________________.

European colonization led to the introduction of European and African _______ and ______________ that

crowded out ________________________________.

Colonization also pushed the ______ and then the _____ people to extinction.

Slaves’ Lives

West Indian society consisted of a wealthy land-owning ________________, their many slaves, and

___________________________________.

A plantation had to __________________________________ from its slaves in order to turn a profit. Slaves

were organized into “_________” for fieldwork, while those male slaves not doing fieldwork were engaged in

__________ tasks.

Slaves were __________________________ and punished harshly for failure to meet their production

__________ or for any form of __________________.

On ______________, slaves cultivated their _________________________ and did other chores; they had very

little __________________________, no _________________, and little time or opportunity for

____________________.

_____________, harsh working conditions, and dangerous mill machinery all contributed to the

____________________________ of slaves in the Caribbean.

The high _________________ added to the volume of the Atlantic slave trade and meant that the majority of

slaves on West Indian plantations ___________ ___________________________.

Slaves frequently ______________ and occasionally staged _________________ such as that led by a slave

__________________________________ in 1760.

European planters sought to prevent rebellions by curtailing African cultural

______________________________________________________________.

Free Whites and Free Blacks

In ____________________ there were three groups of free people: the wealthy “_________________,” the less-

well-off “little whites,” and the _____________.

In the British colonies, where sugar almost completely ____________________ ____________, there were

______________________________, white or black.

Only a very ________________________________________ the capital to invest in the

____________________________ needed to establish a sugar plantation.

West Indian planters were _______________________ and translated their wealth into

_________________________, controlling the colonial assemblies and even gaining a

_________________________________________________.

Slave owners who _______________________________________ often gave both mother and child their

___________________; over time, this practice (____________________) produced a significant

_________________________.

Another source of free black population was _________________________, known in the

__________________________________.

Creating the Atlantic Economy

Capitalism and Mercantilism

The system of _________________________ of colonies and their trade as practiced by

_______________________ in the fifteenth and sixteenth centuries proved to be

__________________________________________.

In the seventeenth and eighteenth centuries the two new institutions of _______________________________

established the framework within which government-protected ________________________________

participated in the ___________________________________.

The mechanisms of early capitalism included ___________________________,

___________________________, and __________________________.

Mercantilism was a number of state policies that promoted ________________ in overseas trade and

__________________________ in the form of _______________________________________________.

The instruments of mercantilism included ________________________, such as the Dutch West India Company

and the ________________________________, and the use of __________________ to pursue

________________ dominance.

The French and English eliminated _______________________ from the __________ by defeating the Dutch in

a series of wars between 1652 and 1678.

The French and the English then revoked the ________________________ of their chartered companies, but

continued to use ______________________ to prevent foreigners from gaining access to __________ with their

colonies.

The Atlantic became the ________________________________, the French, and the Portuguese in the

___________________________________.

The Atlantic Circuit

The _______________________ was a ___________________________ of trade routes going from

______________________, from Africa to the ________________________ of the Americas

(__________________________), and then from the colonies to _______________________________.

If all went well, a ship would make a ___________________________________.

The Atlantic Circuit was ______________________ by a number of other trade routes: Europe to the

__________________, Europe to the West Indies, New England to the __________________, and the

“_______________________” between New England, ____________________, and the West Indies.

As the ____________________________ developed, increased demand for ___________ in seventeenth and

eighteenth century Europe was associated with an increase in the ______________________________ to the

New World.

The slave trade was a ________________________ in which chartered companies (in the seventeenth century)

and then _____________________ (in the eighteenth century) purchased slaves in Africa, packed them into

specially designed or ___________________________, and delivered them for sale to the

____________________________.

______________________________________________________________ all contributed to the average death

rate of one out of every _______ slaves shipped on the ______________________________.

__________________ was the single most important cause of death, killing the European crewmen of the slave

ships at _____________________________ as it killed the slaves themselves.

Africa, the Atlantic, and Islam

The Gold Coast and the Slave Coast

European trade with Africa grew _____________________________ as merchants sought to purchase

________________________________.

The growth in the slave trade was accompanied by continued trade in other _________________, but it did not

lead to any significant _______________ _____________________ of ________________________.

African merchants were ________________________________ and the amounts of _______________________

that they demanded in return for slaves and other goods, and they raised the price of

___________________________ to increased ___________________.

African governments on the ____________________________ were strong enough to make Europeans observe

________________________________, while the Europeans, competing with each other for African trade, were

unable to present a strong, _________________________________________.

Exchange of ______________________________ contributed to state formation in the

_____________________________________________.

The kingdom of _____________________ used ______________________ acquired in the slave trade in order

to _________________________, while the kingdoms of _________________________________ had interests

both in the Atlantic trade and in _______________________ with their northern neighbors.

The ________________________________________ of the Gold and Slave Coasts obtained slaves from among

___________________________________ in conflicts between _________________________________.

The Bight of Biafra and Angola

There were no _____________________________—and no large-scale _________—in the interior of the Bight

of Biafra; ______________________ was the main source of ___________________________________.

African traders who specialized in procuring people for the slave trade did

_________________________________ or fairs and brought the slaves to the

____________________________.

In the Portuguese-held territory of __________________, Afro-Portuguese _____________________________

brought trade goods to the interior and exchanged them for slaves, whom they transported to the coast for sale

to __________________________, who then sold the slaves to _______________ __________________ for

shipment to ________________.

Many of these slaves were _______________________, a byproduct generated by the wars of

___________________________ fought by the federation of ____________________________________.

Enslavement has also been linked to ______________________ in the interior of __________________.

____________________________________ to flee to kingdoms in better-watered areas, where the kings traded

the _________________________ to slave dealers in exchange for _________________________ and European

goods that they then used to cement old alliances, attract new followers, and build a

______________________________________________.

Although the organization of the ____________________ varied from place to place, it was always based on a

partnership between ___________________ and a few _____________________________________ elites who

benefited from the trade while many more ______________________________________.

Africa's European and Islamic Contacts

In the centuries between ______ and ______ Europeans built a growing trade with Africa but

______________________________________________.

The only significant European colonies were _______________________; the Portuguese in Angola, and the

________________________, which was tied to the ________________________ rather than to the

______________________.

___________________________________ was much more significant, with the

_____________________________ controlling all of _____________________ except Morocco and with

Muslims taking large amounts of territory from _______________.

In the 1580s Morocco attacked the ____________________________________, occupying the area for the next

two centuries and causing the bulk of the trans-______________________________, textiles,

______________________, and kola nuts to shift from the western _______________________________

Sudan.

The ______________________________________ was smaller in volume than the Atlantic slave trade and

supplied slaves for the _______________________ of the ___________________________ as well as slaves for

sugar plantation __________________________________________________.

The majority of slaves transported across the Sahara were _________________

_____________________________________________, including eunuchs, meant for service as

_______________________________.

Muslims had no ___________________________ to owning or ____________ in slaves, but

________________________________________________________ __________________.

Even so, some Muslim states south of the Sahara did _____________________ ___________________.

Muslim cultural influences ______________________ were much stronger than

_____________________________________ influences.

____________________________________ spread more rapidly than

________________________________________, which were largely confined to the

_______________________________________.

The European and Islamic slave trade could not have had a significant effect on the

_________________________________________, but they did have an acute effect on

_____________________________________ large numbers of people

______________________________________.

The higher _____________________________ taken across the Sahara in the Muslim slave trade magnified its

long-term _____________________________.

The volume of trade goods imported into _____________________________ was not large enough to have had

any ___________________________ on the livelihood of _____________________________________.

Both African and _______________________________ benefited from this trade, but Europeans directed the

___________________________ and derived _______________________ from it than

_______________________________ did.

Looking on pg. 525, “American Foods in Africa,” answer the following questions:

1. What American food became the staple crop for the poor in Europe? ______________________

2. Why was America’s maize valuable to the Old World? ___________________________________________________

3. What American food became the most important New World food in Africa? ________________________________

WHY? _____________________________________________________________________________________________

EFFECTS? _________________________________________________________________________________________