apush-actc 2017 summer assignment_2

May 15, 2017 Dear Student: As your Advanced Placement United States History (APUSH)/ HIS 108-109 instructor, I look forward to next school year introducing you to the analysis, projects, and research activities and expanding your knowledge and appreciation of this country’s history The APUSH/ HIS 108-109 course focuses on developing students’ understanding of American History from approximately 1491 to the present The course has students investigate the content of U S History for significant events, individuals, developments, and processes in nine historical periods, and develop and use the same thinking skills and methods (analyzing primary and secondary sources, making historical comparisons, chronological reasoning, and argumentation) employed by historians when they study the past APUSH/HIS 108-109 is the equivalent of a two-semester introductory college U.S history course and is very rigorous Solid reading and writing skills, along with a willingness to devote considerable time to homework and study are necessary to succeed The class is designed for the student who will take the time to read and complete the material In order to cover the amount of material that will be included on these exams, homework will be assigned often and the lecture method is used daily In addition, attendance is extremely important in this class Class time will be used to discuss ideas and concepts that are in the readings and assignments Students will need to be prepared to discuss in class by taking the time at home to read and complete assignments In other words, this is a class that takes a considerable amount of time in addition to what is required in class This is a LECTURE based course Please find attached a general list of rules and procedures for my class These rules and procedures are subject to change at teacher’s discretion Additionally, please find attached the 2017 summer assignment If you have any questions, e-mail is the best way to contact me My e-mail michelle.tackett@ashland.kyschools.us or please feel free to call 606-327-6040 ext 3605 I look forward to a successful year Michelle Tackett APUSH/HIS 108-109 Instructor Rules for APUSH/HIS 108-109 1 This is a college course and students will be treated with college-level respect and will therefore need to exhibit a corresponding level of disciple, behavior and responsibility Thus, inappropriate behavior such as being late for class, not being prepared for class, interrupting lectures, and asking to be dismissed for various reasons will not be tolerated Sleeping in class will not be tolerated (including during lectures) A student violating this rule will receive two warnings After the second warning the student will be referred to the counselor’s office All work must be handwritten including notes No cell phone usage without instructor’s permission Do not record (voice and/or video) instructor Hats, caps, toboggans, sweat/head bands, bandanas, and sunglasses are not to be worn in the classroom This includes wearing a hood on one’s head inside the classroom Cheating will not be tolerated; consequences will be a “0” on that assignment/exam and parent/guardian notification Plagiarism is defined as “to steal and pass off the ideas or words of another as one’s own” (Merriam-Webster’s Collegiate Dictionary) Plagiarism will not be tolerated in this course If you are caught plagiarizing the above consequences will apply Class Procedures for APUSH/HIS 108-109 Late Work and Incomplete Work Late work is defined as assignments the student does not turn in when due If the assignment is not turned in on the due date, the student will be required to sign a form stating that he/she did not turn in the assignment The assignment grade will be reduced by 50% if turned in the next school day (if the work is not adequately completed to receive 50%, the grade will be less than 50%) After that a “0” will be recorded for the assignment Incomplete work is defined as student work that is turned in on time, however does not follow the guidelines of the assignment Incomplete work will be graded for the portion completed Make-up Work In case of absences students should refer to the syllabus and Google Classroom to complete missed assignments If a student is absent on a scheduled test/quiz day, the student will take the exam in class upon return Very important: If you are absent and an assignment was turned in the day of your absence, you must turn in the assignment upon your return Write the date of your absence and ABSENT on the top of your paper Exams All exam dates have been set If you are absent the day before an exam, you must take the exam on the set date If you are absent on the exam day, you must take the exam the day your return I not give extra credit on an individual basis and not allow for retakes on quizzes and exams Advanced Placement United States History/Dual Credit HIS 108/109 Summer Assignment 2017-2018 Instructor: Michelle Tackett Contact Information: michelle.tackett@ashland.kyschools.us Read carefully: DO YOUR OWN WORK It is essential that you not copy this assignment from someone else IF TWO OR MORE STUDENT ASSIGNMENTS HAVE IDENTICAL MATCHING ANSWERS, THESE ASSIGNMENTS WILL BE CONSIDERED COPIED/CHEATING (even if you are the student that did the work and allowed someone to copy it) NO CREDIT WILL BE GIVEN FOR COPIED/CHEATING WORK PARENTS WILL BE NOTIFIED IMMEDIATELY This class is largely about reading, so if you are tempted to not read and get the information from someone else, I suggest that you not take the class This class is designed for the student who will take the time to read and complete the material Class time will be used to discuss ideas and concepts that are in the readings and assignments You need to be prepared to discuss in class by taking the time at home to read and complete assignments Again, this is a LECTURE based course Plagiarism as defined by Marriam-Webster means “to steal and pass off (the ideas or words of another) as one’s own: use (another’s production) without crediting the sources.” If you copy from anyone, anywhere and not cite the information you will get a zero on the assignment whether you knew it was plagiarizing or not Ignorance is not an excuse It is your responsibility to make sure that any idea you get from the internet, a book, or another author is cited ASSIGNMENTS ARE DUE THE FIRST DAY OF SCHOOL NO EXCEPTIONS No credit will be given to an assignment turned in past the due date ALL WORK MUST BE HANDWRITTEN Please note: If you put little effort into these assignments, expect little or no points In preparation for your upcoming Advanced Placement/Dual Credit course, you will be required to complete the following assignments: (additional instruction are attached) Part I Study APUSH Historical Thinking Skills, complete worksheet (you must have a printed copy of this worksheet), and prepare for a quiz the second day of school Part II Read Chapter in the American Pageant and answer/define the attached questions and terms Prepare for quiz on terms the second day of school (Please find a copy of American Pageant Chapter in additional file.) Part III Read “New Visions, Old Stories: The Emergence of a New Indian History” by R David Edmunds (article attached in a separate file) and complete the attached chart/question form (you must have a printed copy of the chart) Part IV Read “The Columbian Exchange” by Alfred W Crosby and complete the margin notes using the provided guide (you must have a printed copy of the article with the margin notes) and complete activity at the end of the analysis Part I Study/memorize APUSH Historical Thinking Skills, complete worksheet (you must have a printed copy of this worksheet), and prepare for a quiz the second day of school Historical Thinking Skills (HTS): This course seeks to apprentice students to the practice of history by explicitly stressing the development of historical thinking skills while learning historical content The history student best develops historical thinking skills by investigating the past in ways that reflect that discipline of history, most particularly through the exploration and interpretation of a rich array of primary sources and secondary texts and through the regular development of historical argumentation in writing Below are the historical thinking skills that you must memorize for APUSH/HIS 108-109 The nine HTS are grouped into four categories: Analyzing Sources and Evidence, Making Historical Connections, Chronological Reasoning, and Creating and Supporting a Historical Argument Complete the worksheet below APUSH/HIS 108-109 Name _ Date _ Thinking as a Historian Directions: For each of the following questions below identify the historical thinking skill Each question has multiple answers Tests often ask students to explain why one event or trait happened after or resulted from another Which THREE prompts below would best be answered with an essay that emphasizes causation? a Explain why American Indians were so diverse in 1491 b How did Spanish colonies differ from English colonies? c How did religious beliefs influence American colonization? d Did Columbus reflect the values of the late 15th century Europe? e Analyze the impact of colonization on Spain Statements that express causation often use words such as cause, effect, because, hence, and result Which TWO of these statements best express causation? a Because of Jackson’s Specie Circular, banknotes lost their value b Jackson’s threat to use force and his willingness to compromise on the tariff persuaded the states’ rights advocates to back down c Jackson charged that Adams and Clay made a “corrupt bargain.” d The Anti-Masonic party viewed the Masons as a group of secret elite Essay questions often ask students to focus on how a society has stayed the same or evolved over time Which THREE of the questions or statements below would best be answered with an essay that emphasizes historical continuity and change over time? a How did Massachusetts and the Chesapeake colonies differ? b Use examples from both New England and Virginia to show the development in colonial America of a pattern of resistance to authority c Describe how attitudes toward equality evolved during the colonial era d Between 1607 and 1754, did the colonies become more or less like England? e What caused the colonial economy to prosper? Statements about continuity often include phrases such as “similar to” or “following in the path.” Statements about change often include phrases such as “unlike” and “unprecedented.” Which THREE of the following statements best express either continuity or change? a The Second Great Awakening was one of the many reform movements that swept the country in the 1800s b Some historians believe that the strong sense of taking care of one another that existed in frontier settlements in the 1800s can be traced directly to the values of the Puritans of the 1600s c African American leaders in the first half of the 1800s responded to slavery in various ways d Henry David Thoreau’s legacy was revived by reformers in both the United States and India in the 20th century e Listing the subjects portrayed in American painting in the 1780s and in the 1850s demonstrates how significantly the United States evolved in just seven decades Historians divide the flow of past events into periods that share common traits They identify key dates that mark turning points The choice of those traits and turning points reflects a historian’s point of view Which THREE of the following essay questions ask for an answer that emphasizes periodization? a Compare and contrast the ideas and influences of Jonathan Edwards and George Whitefield b How did the 1730s mark an important shift in colonial religious history? c The years from 1607 to 1733 can be called the Era of English Settlement Explain whether you think this label fits the era d Describe the trend in ethnic diversity in the English colonies between 1607 and 1775 e The Massachusetts school of law of 1647 marked the beginning of a new era in American education periodization? Which TWO of the following statements best demonstrate the significance of a b c d e The Clayton-Bulwer Treaty of 1850 was a defensive measure against the expansion of British influence in Central America The great era of American expansion began not in 1830, but in 1803 with Jefferson’s decision to purchase the Louisiana Territory In the history of American expansion, 1860 is a meaningless date: the national attitude toward expansion was the same before and after that year The vote on the Wilmot Proviso demonstrated how members of Congress felt about the expansion of slavery The Ostend Manifesto was just a footnote in the long story of efforts by the United States to obtain Cuba Historians often compare events to highlight similarities and differences They might compare two contemporary developments or two developments in different time periods Which THREE of the questions or statements below would be best answered with an essay that emphasizes comparison? a How did Pontiac’s Rebellion support the British argument for the Proclamation of 1763? b Explain how the Declaratory Act was a cause of the Boston Tea Party c Describe the similarities between Patrick Henry and James Otis d How was the relationship between the colonies and Great Britain before and after the Seven Years’ War different? e Analyze differences between Bacon’s Rebellion and the Stamp Act Congress contrasts? Which THREE of the following statements most clearly express comparisons or a b c d e The reactions to both the Wilmot Proviso and the Ostend Manifesto demonstrated how sensitive the issue of slavery expansion was Douglas combined a desire to advance his personal interest in railroad expansion with a desire to keep the Union together Henry Clay was a great legislative leader because he believed in compromise While Harriet Beecher Stowe’s book was fictional and literary, Hinton Rowan Helper’s book was nonfiction and statistical John Brown shared similarities with Anne Hutchinson, Patrick Henry, and Nat Turner Contextualization is explaining and evaluating how an event is shaped by broader trends or its historical setting Which THREE of the items below would be best answered with an essay that emphasizes contextualization? a Explain how geography shaped the conflict between Great Britain and its American colonies b How did the Enlightenment influence the American Revolution? c Explain why the ideas expressed in the Articles of Confederation would make conducting a war difficult d What caused the American Revolution? e How did the American and French revolutions differ? 10 Which THREE of the following statements best express the idea of contextualization? a While slavery ended throughout the Americans in the late 1700s and during the 1800s, the United States and Haiti were the only two places where it ended through large-scale violence b The Republican economic plans carried out the ideas expressed in earlier days by Alexander Hamilton and Henry Clay c The Emancipation Proclamation was written in rather boring language d Considering that Sherman’s March was conducted as an act of war, remarkably few people died from it e General Robert E Lee’s decision to join the Confederacy provides a fascinating look into how he thought about the world 11 context? Which TWO of the following statements best demonstrate the skill of placing an event in a b c d Wages for American workers, though low, were higher than wages for similar workers in Europe The creation of time zones demonstrated the nationalization of events and behavior in the late 19th century Eugene Debs dedicated his adult life fighting for working people Thomas Edison deserves great credit for his contributions to modern life 12 A historical argument is a carefully written chain of thoughts that includes a clear thesis and analysis supported with evidence Which THREE of the following questions would be best answered with an essay that makes a historical argument? a Summarize the differences between the Federalists and the Anti-Federalists b Using more than one type of evidence, support or oppose this statement: “The Founders failed to see fundamental developments in American politics.” c Explain whether you agree or disagree that differences in foreign policy in the 1700s were rooted in economic interests d Explain whether you think the information in this chapter supports or opposes the ideas that compromise has been an essential part of American government since the founding of the country, e Explain the main points of Hamilton’s financial plan 13 Which TWO of the following statements best express historical argumentation? a Dunning’s view of Reconstruction was grounded in racial beliefs that almost no one accepts today b I agree with the efforts of Charles Sumner on Reconstruction c The Freedmen’s Bureau and Black Codes provide contradictory evidence for the conclusion that Reconstruction was a success 14 claim it makes? Which TWO of the following statements most clearly include evidence to support the a b c The Chinese Exclusion Act indicates the prejudice felt by many people in the United States in the late 19th century George Washington Carver and Ida B Wells demonstrated different methods of combating racial prejudice Granges and cooperatives demonstrated the strong sense of community many Americans felt in the 19th century 15 Which TWO of these questions asks for an essay that emphasizes the forces shaping how historians interpret the past? a Explain why two historians might disagree about the federal government’s role in economic changes between 1816 and 1824 b Describe two ways historians have viewed the Monroe Doctrine’s purpose c Analyze why the Era of Good Feelings ended so quickly 16 Which TWO of the following statements best express historical interpretations? a By giving people shared experiences as fans, spectator sports promoted the blending of diverse immigrants into Americans b Globalization in recent years has caused historians to focus on European influences on American culture in the late 19th century c People today still read the works of Jack London and Stephen Crane 17 Synthesis requires combining information from multiple sources to answer a question or draw a conclusion Which TWO of the following questions most clearly asks for an answer that uses synthesis? a Use information from two different types of sources (print, statistical, visual, etc.) to explain why the West was more closely tied to the North than to the South by the 1850s b Who, if anyone, are the modern equivalents of mountain men? c In the mid-1800s, Great Britain had several large cities and no slavery Explain why the South was the U.S region least like Britain but more closely tied to it d Why did Southerners refer to slavery as “that peculiar institution”? Part II Read Chapter in the American Pageant and answer/define the attached questions and terms Prepare for quiz on terms the second day of school (American Pageant, Chapter is in a separate file.) Directions: BEFORE reading Chapter in the American Pageant 13th Edition textbook, please read the “College Board Concept Outline.” The “Overview” is the main idea of the Period 1: 1491-1607 The “Key Concept” represents supporting themes, with the Roman Numerals (I, II, etc.) representing specific evidence to support the key concepts You are NOT expected to memorize this outline, but to review the information that will be covered in Period 10 PART II Continued: After reviewing the Concept Outline for Period 1, read American Pageant Chapter and answer/define the following questions and terms completely Answer the questions using evidence to support your response Do not write in generalities unsupported by evidence Answer/define the questions and terms on your own paper Peopling the Americas AND The Earliest Americans In what ways were the Incas in Peru, Mayans in Central America, and Aztecs in Mexico sophisticated civilizations and explain how corn contributed to this? Explain the significance of this statement: “No dense concentrations of population or complex nation-state comparable to the Aztec Empire existed in North America outside of Mexico at the time of Europeans’ arrival.” Characterize the native people of North America up to European “discovery.” Indirect Discoverers of the New World According to the authors, how did Christian crusaders indirectly discover America? Europeans Enter Africa Describe the Portuguese slave trade Columbus Comes upon a New World Describe the interdependent global economic system created by Columbus’s discovery of the New World The Spanish Conquistadores What led to the Treaty of Tordesillas? How did the Encomienda System work? The Conquest of Mexico Describe what Cortes and the Spanish brought to the peoples of Mexico The Spread of Spanish America 10 What led to Pope’s Rebellion and what was the outcome? 11 PART II continued: Using complete sentences, define all terms listed below Define each term completely and for Native American tribes, include location and economy foundation Again, use your own paper for the terms Land Bridge Adena-Hopewell Mound Builders Cahokia Hohokam Anasazi Chaco Canyon Pueblo Navajo 10 Sioux 11 Apache 12 Iroquois Confederacy 13 Algonquian 14 Creek 15 Choctaw 16 Cherokee 17 Chinook 18 Nez Perce 19 Shoshone 20 Mayans 21 Incas 22 Aztecs 23 Christopher Columbus 24 Hernan Cortez 25 Francisco Pizarro 26 Conquistadores 27 Spanish Mission System 28 Encomienda System 29 Columbian Exchange 30 Treaty of Tordesillas 31 Line of Demarcation 32 Middle Passage 33 Black Legend 34 Hernando de Soto 35 Triangle Trade 36 Mestizo 37 Mulatto 38 Maroon Communities 39 Juan de Onate 40 Acoma War (1599) 41 Pueblo Revolt (1680) or Popé's Rebellion 42 John Cabot 43 Samuel de Champlain 44 Jacques Cartier 45 Henry Hudson 46 Juan de Sepulveda 47 Bartolome de Las Casas 48 Valladolid Debate 49 New Laws of 1542 50 Roanoke Island 12 Part III Read “New Visions, Old Stories: The Emergence of a New Indian History” by R David Edmunds (article attached in a separate file) and complete the attached chart/question form (you must have a printed copy of the chart) Name: As you read the article by R David Edmunds, keep track of the changing ideas about Native American history the author discusses using the graphic organizer below When you have completed the reading, briefly answer the question at the bottom of the chart Be sure you answer is in complete sentences Dates/Period Between what years did this type of thinking dominate Native American History? Main Idea According to Edmunds, what was the main trend in Native American History during this period? Reason According to Edmunds, why did this trend come to dominate in these years? Example Give one of the examples of this trend in scholarship that Edmunds provides Why did historians’ interpretation of Native American history change over the course of the 20 th century? (use the back of chart to answer question) 13 Part IV Read “The Columbian Exchange” by Alfred W Crosby and complete the margin notes using the provided guide and complete the activity that follows (you must have a printed copy of the article with the margin notes and activity that follows) The Columbian Exchange by Alfred W Crosby Detail from a 1682 map of North America, Novi Belgi Novaeque Angliae, by Nicholas Visscher (Gilder Lehrman Collection) Old World (OW)= Millions of years ago, continental drift carried the Old World and New Worlds apart, splitting North and South America from Eurasia and Africa That separation lasted so long that it fostered divergent evolution; for instance, the development of New World (NW)= rattlesnakes on one side of the Atlantic and vipers on the other After 1492, human voyagers in part reversed this tendency Their artificial re-establishment of connections through the Define Colombian Exchange in your own words: commingling of Old and New World plants, animals, and bacteria, commonly known as the Columbian Exchange, is one of the more spectacular and significant ecological events of the past millennium When Europeans first touched the shores of the Americas, Old World crops such as wheat, barley, rice, and turnips had not traveled west across the Atlantic, and New World crops such as maize, white potatoes, sweet potatoes, and manioc had not traveled east to Europe In the Americas, there were no horses, cattle, sheep, or goats, all animals of Old World origin Except for the llama, alpaca, dog, a few fowl, and guinea pig, the New World had no equivalents to the domesticated animals associated with the Old World, nor did it have the pathogens associated with the Old World’s dense populations of humans and such associated creatures as chickens, cattle, black rats, and Aedes egypti mosquitoes Among these germs were those that carried smallpox, measles, chickenpox, influenza, malaria, and yellow fever Crops from OW: from NW: Animals from OW: from NW: Germs from OW: What is the thesis of this paragraph? (¶) hint: it’s more than the first sentence The Columbian exchange of crops affected both the Old World and the New Amerindian crops that have crossed oceans—for example, maize to China and the white potato to Ireland—have Examples to support the thesis? been stimulants to population growth in the Old World The latter’s crops and livestock have had much the same effect in the 14 Americas—for example, wheat in Kansas and the Pampa, and beef cattle in Texas and Brazil The full story of the exchange is many volumes long, so for the sake of brevity and clarity let us focus on a specific region, the eastern third of the United States of America As might be expected, the Europeans who settled on the east coast of the United States cultivated crops like wheat and apples, which they had brought with them European weeds, which the colonists did not cultivate and, in fact, preferred to uproot, also fared well in the New World John Josselyn, an Englishman and amateur naturalist who visited New England twice in the seventeenth century, left us a list, “Of Such Plants as Have Sprung Up since the English Planted and Kept Cattle in New England,” which included couch grass, dandelion, shepherd’s purse, groundsel, sow thistle, and chickweeds One of these, a plantain (Plantago major), was named “Englishman’s Foot” by the Amerindians of New England and Virginia who believed that it would grow only where the English “have trodden, and was never known before the English came into this country.” Thus, as they intentionally sowed Old World crop seeds, the European settlers were unintentionally contaminating American fields with weed seed More importantly, they were stripping and burning forests, exposing the native minor flora to direct sunlight and to the hooves and teeth of Old World livestock The native flora could not tolerate the stress The imported weeds could, because they had lived with large numbers of grazing animals for thousands of years What is the take-away point of this ¶? If you were outlining, what one idea would you note? You will need to put it in your own words to be useful Does this ¶ have a new thesis, or is it evidence supporting an earlier argument? Cattle and horses were brought ashore in the early 1600s and found hospitable climate and terrain in North America Horses arrived in Virginia as early as 1620 and in Massachusetts in 1629 Many wandered free with little more evidence of their connection to humanity than collars with a hook at the bottom to catch on fences as they tried to leap over them to get at crops Fences were not for keeping livestock in, but for keeping Capture the main argument and evidence of this ¶ in livestock out outline format: Native American resistance to the Europeans was ineffective Indigenous peoples suffered from white brutality, alcoholism, the killing and driving off of game, and the expropriation of farmland, but all these together are insufficient to explain the  Main idea o Evidence o Evidence  15 degree of their defeat The crucial factor was not people, plants, or animals, but germs The history of the United States begins with Virginia and Massachusetts, and their histories begin with epidemics of unidentified diseases At the time of the abortive Virginia colony at Roanoke in the 1580s the nearby Amerindians “began to die quickly The disease was so strange that they neither knew what it was, nor how to cure it.”[1] When the Pilgrims settled at Plymouth, Massachusetts, in 1620, they did so in a village and on a coast nearly cleared of Amerindians by a recent epidemic Thousands had “died in a great plague not long since; and pity it was and is to see so many goodly fields, and so well seated, without man to dress and manure the same.”[2]  … Now write a one-sentence summary of this Smallpox was the worst and the most spectacular of the paragraph that presents the main idea and previews key supporting evidence: infectious diseases mowing down the Native Americans The first recorded pandemic of that disease in British North America detonated among the Algonquin of Massachusetts in the early 1630s: William Bradford of Plymouth Plantation wrote that the victims “fell down so generally of this disease as they were in the end not able to help one another, no not to make a fire nor fetch a little water to drink, nor any to bury the dead.”[3] The missionaries and the traders who ventured into the American interior told the same appalling story about smallpox and the indigenes In 1738 alone the epidemic destroyed half the What info would you note from this ¶? Specific Cherokee; in 1759 nearly half the Catawbas; in the first years of names and #’s or an overall idea?(that’s a hint) the next century two-thirds of the Omahas and perhaps half the entire population between the Missouri River and New Mexico; in 1837–1838 nearly every last one of the Mandans and perhaps half the people of the high plains European explorers encountered distinctively American illnesses such as Chagas Disease, but these did not have much effect on Old World populations Venereal syphilis has also been called American, but that accusation is far from proven Even if we add all the Old World deaths blamed on American diseases together, including those ascribed to syphilis, the total is insignificant compared to Native American losses to smallpox alone The export of America’s native animals has not revolutionized Old World agriculture or ecosystems as the introduction of European animals to the New World did America’s grey squirrels and muskrats and a few others have established This ¶ presents a counter-argument, but then argues why it is not so persuasive In your essays, you need a topic sentence for a paragraph like this Write one here: Main idea of this ¶ in a few words: 16 themselves east of the Atlantic and west of the Pacific, but that has not made much of a difference Some of America’s domesticated animals are raised in the Old World, but turkeys have not displaced chickens and geese, and guinea pigs have proved useful in laboratories, but have not usurped rabbits in the butcher shops The New World’s great contribution to the Old is in crop plants Maize [corn], white potatoes, sweet potatoes, various squashes, chiles, and manioc have become essentials in the diets of hundreds of millions of Europeans, Africans, and Asians Their influence on Old World peoples, like that of wheat and rice on New World peoples, goes far to explain the global population explosion of the past three centuries The Columbian Exchange has been an indispensable factor in that demographic explosion Is the first or last sentence the thesis in this ¶? Outline the key idea and evidence: All this had nothing to with superiority or inferiority of Biosystems in any absolute sense It has to with Does this ¶ present new info or does it summarize environmental contrasts Amerindians were accustomed to living the thesis of the whole article? in one particular kind of environment, Europeans and Africans in another When the Old World peoples came to America, they brought with them all their plants, animals, and germs, creating a kind of environment to which they were already adapted, and so they increased in number Amerindians had not adapted to European germs, and so initially their numbers plunged That decline has reversed in our time as Amerindian populations have adapted to the Old World’s environmental influence, but the demographic triumph of the invaders, which was the most spectacular feature of the Old World’s invasion of the New, still stands Complete the activity on the next page Imagine this article was your answer to the essay prompt: “Analyze the relative impact of the Colombian Exchange on the Old and New Worlds.” (You can thank Dr Crosby for writing the essay for you.) 17 Write a one sentence thesis statement for this essay that presents the main argument (thesis) and previews the key sub-arguments that back up the thesis If you can this, you can APUSH References: [1] David B Quinn, ed The Roanoke Voyages, 1584–1590: Documents to Illustrate the English Voyages to North America (London: Hakluyt Society, 1955), 378 [2] Edward Winslow, Nathaniel Morton, William Bradford, and Thomas Prince, New England’s Memorial (Cambridge: Allan and Farnham, 1855), 362 [3] William Bradford, Of Plymouth Plantation, 1620–1647, ed Samuel E Morison (New York: Knopf, 1952), 271 Alfred W Crosby is professor emeritus of history, geography, and American studies at the University of Texas at Austin In addition to his seminal work on this topic, The Columbian Exchange: Biological and Cultural Consequences of 1492 (1972), he has also written America’s Forgotten Pandemic: The Influenza of 1918 (1989) and Ecological Imperialism: The Biological Expansion of Europe, 900–1900 (1986 18 ... on quizzes and exams Advanced Placement United States History/Dual Credit HIS 108/109 Summer Assignment 2017- 2018 Instructor: Michelle Tackett Contact Information: michelle.tackett@ashland.kyschools.us