ADVANCED PLACEMENT UNITED STATES HISTORY
SUMMER ASSIGNMENT 2015-16
MRS. GALLO
Welcome to APUSH! With this summer assignment, you have just committed your time and
energy to Advanced Placement United States History. Class has officially started!
This class covers about 500 years of history in one school year, and to prepare for our journey
through American history your work starts now. We have approximately 33 weeks during the
school year to cover 32 chapters of the text, and in order to provide a strong foundation in
APUSH and allow for review time prior to the exam in May, students are expected to complete
the reading and notes for Chapters 1-3 PRIOR TO THE FIRST DAY OF SCHOOL. No late
assignments will be accepted for the required summer work.
The effort you put forward this summer will set the tone for your studies next school year.
Procrastination and lax attention towards the summer assignments will lead to the same
tendencies during the year. Start the year strong and set yourself up for success by putting in
the time, dedication, and attention to detail this summer. My goal is for every student enrolled
in this course to pass the AP exam in May and earn college credit. That requires dedication,
enthusiasm, and hard work on both our parts. Students not completing the summer
assignments on time will be recommended for removal from the class.
Thank you for taking the “AP plunge” and committing yourself to an academically rigorous
program. It’s a challenging and demanding course but the rewards from successfully completing
the course are also great! There is the possibility of college credit for passing the AP exam to
start with, as well as gaining or refining analytical and time management skills which will be
incredibly valuable in college. And let’s not forget the additional value in gaining lots of
knowledge…. You can totally annihilate your friends and family when playing all of those trivia
games on your phone!
Should you have questions regarding this work or the course, please do not hesitate to contact
me via email at cegallo@lf.k12.de.us. I will be checking my email frequently during the summer.
I’m looking forward to the year and to meeting you!
Mrs. Gallo
Checklist:
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Assignment 1: Subscribe to APUSH on Remind by texting @ce7df7 to 81010 or by going to the following
link: remind.com/join/ce7df7. This is for you and your parents! – Due by the end of June
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Assignment 2: Parent/Student Signature Sheet- please share and review this information with your
parents/guardians – Due the first day of class in your binder for class
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Assignment 3: Chapter 1: Questions and Vocab- Due by July 1, 2015- email
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Assignment 4: Chapter 2: Questions and Vocab- Due August 1, 2015- email
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Assignment 5: Chapter 3: Questions and Vocab- Due the first day of class
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Assignment 6: U.S. Presidents Flashcards (use index cards)– Due the first day of class and there will be a
quiz!
All of the above assignments, with the exception of assignment 1, will be part of the First Marking Period grades
for this course.
Questions??? Contact Mrs. Gallo at cegallo@lf.k12.de.us.
Assignment 1: Remind 101
The first part of the summer work is to join APUSH on Remind, a text messaging option that parents and students
can sign up for to receive reminders about due dates, quizzes, tests, projects, events, etc. Instructions are provided
as an additional page in this packet, and further information about Remind can be found at Remind.com.
Assignment 2: Course Outline and Materials
Part two of the summer work is to bring a printout of the course outline to the first day of class, with the last page
signed by you and a parent / guardian. Please familiarize yourself with this document and forward any questions to
me via email.
You will also need the following for the first week of class (and beyond):
o Textbook: American History : Connecting with the Past- 14th edition
o Three-Ring Notebook with the following sections:
o Reading Journals
o Activities
o Lecture Notes
o Documents/Articles
o Essay Writing
o Test Preparation and Review
Assignments 3-5: Chapter Readings
Over the summer months, you will be required to read Chapters 1-3 of your AP U.S. History textbook and answer
questions on your reading. You are expected to answer the questions in your own words--do not just copy the
book! Responses are expected to be thorough and in complete sentences with relevant details and examples.
(More than 1 sentence!) Be prepared to discuss your responses during the first week of class in August.
For terms-- define it, explain its significance, and connect it to the time period.
An example of terms done to an AP standard:
Gadsden Purchase: A land deal orchestrated by James Gadsden of South Carolina and Secretary of War
Jefferson Davis in the hopes of building a transcontinental rail line that would benefit southern states. The
deal was sealed in 1853 after the Senate approved the pact and paid Mexico $10 million. It was located on
the border with Mexico in southern parts of what are now Arizona, New Mexico, and part of Texas. It
added land to the territory taken in the Mexican War, known as the Mexican Cession. Northern interests
demanded organization of the new Nebraska Territory in return.
An example of a weakly defined term – not done to an AP standard:
Gadsden Purchase: Land purchased near Mexico for the railroads for $10 million dollars after the Mexican
War.
Failure to complete the assignments will show that you are unprepared for the rigors of AP and will be grounds for
dropping you from the class. In addition, this is an individual assignment, not a group assignment – you should not
‘share’ responses with other students.
Assignment 6: U.S. Presidents
U.S. Presidents- Using note cards, create Presidential flashcards. Yes, you need to memorize all 44 U.S. Presidents
in order! You must memorize the dates that they were in office, as well as under what political party they were
elected. In addition, you must identify 2 details about each one. By knowing all of the Presidents and eras at the
start of the year, it will make it much easier for you to focus on the issues that each of these leaders faced. The
mental knowledge of knowing the presidents will provide a framework for additional concepts and topics.
Example: George Washington
None
1789-1797
John Adams
Federalist
1797-1801
Thomas Jefferson
Democratic-Republican
1801-1809
You have the first three, so only 41 more to go!!
There will be a short test (with some fun bonus questions) on this information during the first week of class. Please
be prepared. Students who are not able to pass this test at the beginning of the year will have to come in on their
own time and pass the test before the end of the school year. I have included some solid websites for you to
possibly use as a resource. Otherwise, you can access this information through the local library, your textbook, or
elsewhere.
Resources:
http://www.ipl.org/div/potus/ - Internet Database provided by the University of Michigan and Drexel University
http://memorize.com/us-presidents - Differing memory tests by time period
http://homeworktips.about.com/od/historyhomework/ss/presidents.htm - Mnemonic devices for the presidents
by time period
http://www.youtube.com/watch?v=oc3xTj3g9QQ - “The Presidents Song” by the Animaniacs; a different
approach, but works for all of people
AP U.S. History Course Description and Expectations
2015-2016
Mrs. Gallo
AP U.S. History is the equivalent of a college history course designed to prepare students for the rigor of collegelevel study of history. The history of the United States of America will be surveyed from the age of exploration and
discovery to present day, organized into nine historical periods.
In this course you will be developing and utilizing historical thinking skills, including:
1. Chronological reasoning
2. Comparing and contextualizing
3. Crafting historical arguments using historical evidence
4. Interpreting and synthesizing historical narrative
The AP U.S. History course is also designed so that students will develop skills and strategies for successfully
completing the College Board AP U.S. History exam in May 2016. To this end, students are expected to come into
the course already possessing well-developed reading and writing skills, as well as an AP course recommendation
from their current history teacher as to their academic readiness and maturity to enroll in the course. As this
course is the equivalent of a college survey course, AP U.S. History students must also possess willingness—and
ability—to devote time outside of class to homework reading, writing, research, and study.
The breadth of topics in the AP U.S. History course necessitates independent study. Students are expected to be
responsible for the course content through consistent and diligent homework completion and study. Many of the
themes and topics in the course will be discussed and examined in depth during class time. However, as we are on
a very tight course schedule during the year, it is impossible to address every topic area during class. With time
constraints in mind, class time will not be regularly used to review homework chapter readings and factual
information. Homework assignments are students’ responsibility and will be necessary preparation for all class
discussions and activities. As collaborative work is an important element of the course, if students fail to complete
their assignments, it will be obvious to their classmates and instructor.
AP U.S. History provides an opportunity to delve deeper into the American historical experience. Starting from the
assumption that history is an evolutionary process, we will examine how and why changes occur. To this end, you
will be encouraged to think thematically and conceptually about the past and to detect historical patterns and
“change over time” (trends that generally occur over long periods of time). The course is also designed to
encourage historical learning from multiple perspectives, allowing for a deeper understanding of American
political, social, cultural, and economic history.
AP US History Course Themes
The course structure organizes U.S. History into seven overarching themes that capture “big ideas” in American
history and encourage students to utilize a range of historical thinking skills. These themes can be traced, allowing
us to analyze and better conceptualize our history. The following themes included in the College Board’s fall 2015
AP United States History Course and Exam Description (and found at
http://media.collegeboard.com/digitalServices/pdf/ap/ap-us-history-course-and-exam-description.pdf) will be
incorporated into class lessons, assignments, and assessments throughout the course:
1. Identity = “ID”
This theme focuses on the formation of both American national identity and group identities in U.S. history. You
must be able to explain how various identities, cultures, and values have been preserved or changed in different
time periods of US History, with particular attention on gender, class, racial, and ethnicity.
2. Work, Exchange, and Technology = “WXT”
This theme focuses on the development of American economies based on agriculture, trade, and
manufacturing. You must be able to examine ways that different economic and labor systems, advances in
technology, and government policy have shaped American society.
3. Peopling = “PEO”
This theme focuses on why and how the various people who moved to, from, and within the United States adapted
to their new social and physical environments. Within this theme, you will examine migration across borders and
long distances, including the slave trade and internal migration, and how both newcomers and native inhabitants
transformed North America. You will also explore the ideas, beliefs, traditions, technologies, religions, and gender
roles that migrants/immigrants and conquered peoples brought with them and the impact these factors had on
both these peoples and on U.S. society.
4. Politics and Power = “POL”
This theme focuses on the debates over the role of the government in society and its potential as an active agent
for change. Topics of focus include the role of individual Americans in the political process, attaining individual
rights, the evolution of American citizenship, the changing relationships between the branches of the federal
government, and the interactions between local, state, and the federal government.
5. America in the World = “WOR”
In this theme, students should focus on the global context in which the United States originated and developed as
well as the influence of the United States on world affairs. Within this theme we will also investigate how American
foreign policies and military actions have affected the rest of the world as well as social issues within the United
States itself.
6. Environment and Geography (Physical and Human) = “ENV”
This theme examines the role of environment, geography, and climate in both constraining and shaping human
actions. Students should analyze the interaction between the environment and Americans in their efforts to
survive and thrive. Students should also explore efforts to interpret, preserve, manage, or exploit natural and manmade environments, as well as the historical contexts within which interactions with the environment have taken
place.
7. Ideas, Beliefs, and Culture = “CUL”
This theme explores the roles that ideas, beliefs, social mores, and creative expression have played in shaping the
United States. Within this theme you will examine the development of aesthetic, moral, religious, scientific, and
philosophical idea/principles and consider how these ideas/principles have affected individual and group actions.
AP US History Course Units of Study for 2015-2016
The course outline is structured around the investigation of course themes and key concepts in nine chronological
periods. This outline is also included in the College Board’s 2015 AP United States History Course and Exam
Description:
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
Period 1: 1491-1607—On a North American continent controlled by American Indians, contact among the
peoples of Europe, the Americas, and West Africa created a new world.
Period 2: 1607-1754—Europeans and American Indians maneuvered and fought for dominance, control,
and security in North America, and distinctive colonial and native societies emerged.
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Period 3: 1754-1800—British imperial attempts to reassert control over its colonies and the colonial
reaction to these attempts produced a new American republic, along with struggles over the new nation’s
social, political, and economic identity.
Period 4: 1800-1848—The new republic struggled to define and extend democratic ideals in the face of
rapid economic, territorial, and demographic changes.
Period 5: 1844-1877—As the nation expanded and its population grew, regional tensions, especially over
slavery, led to a civil war—the course and aftermath of which transformed American society.
Period 6: 1865-1898—The transformation of the United States from an agricultural to an increasingly
industrialized and urbanized society brought about significant economic, political, diplomatic, social,
environmental, and cultural changes.
Period 7: 1890-1945—An increasingly pluralistic United States faced profound domestic and global
challenges, debated the proper degree of government activism, and sought to define its international
role.
Period 8: 1945-1980—After World War II, the United States grappled with prosperity and unfamiliar
international responsibilities, while struggling to live up to its ideals.
Period 9: 1980-present—As the United States transitioned to a new century filled with challenges and
possibilities, it experienced renewed ideological and cultural debates, sought to redefine its foreign policy,
and adapted to economic globalization and revolutionary changes in science and technology.
Additional resources:
Cornell Notes:
The Cornell Notes strategy is an effective method to organize your
notes as you read the text and/or listen to class lectures. Be patient
and persistent—although this strategy may seem difficult and time
consuming at first, Cornell Notes are one of the most effective formats
for note taking, especially for those of you who read the text but
struggle with comprehension or recall. An example is provided,
however you can also Google Cornell Notes or The Learning Toolbox, a
site created by James Madison University.
www.hippocampus.org - short video clips on various historical topics. Look on the left side of page and click on
either AP U.S. History I or AP U.S. History II.
www.historyteacher.net - has all things history to explore
www.onelook.com – online dictionary helpful for looking up unfamiliar words and terms
RETURN THIS FORM: (Assignment 2- Due the first day of class)
STUDENT/PARENT AGREEMENT TO CLASS POLICIES
Student:
I, (student name) ________________________________________________, understand AP United States History
is a college level course. I understand that my work in this class is expected to be at a college level.
Initial each of the following:
Student Initials:
Parent Initials:
________
________
I understand there is a lot of work done outside of the classroom, and
I am up for this challenge.
________
________
I understand Mrs. Gallo does not accept late work!
________
________
I understand the drop policy for this class. I understand that it may be
difficult to drop this class and there may be no other placement for
me.
________
________
I understand excessive absences will negatively affect my grade, even
if the absences are excused.
________
________
I understand that the goal of this course is to take the AP exam in May.
The fee for this exam is approximately $90. Please notify the guidance
office if there is a hardship.
Parent:
I, (parent name) ________________________________________________, understand AP United States History
is a college level course. I will be supportive of the homework and outside work that must be completed in order
for my child to be successful. I understand the late work policy as stated above. I understand the attendance
policy, and realize that excessive absences will negatively impact my child’s grade.
I am aware of e-school and can log on to check my child’s progress. If you do not have e-school, please let the
Guidance Office know and they can set up an account for you.
I also know that I can contact Christina Gallo at cegallo@lf.k12.de.us any time I have any questions or concerns.
Parent Signature: _______________________________________________________
Date: ________________
Parent Email:_______________________________________________________________________
Students, thank you for your effort! Parents, thank you for your support!