AP U.S. History Summer Assignment
AP U.S. History is a content-driven course that requires students to commit to reading the
textbook, completing reading assignments (Terms and Questions), and taking notes in
class. We will cover everything from Colombus’ first voyage in 1492 to the administration
of Bill Clinton in the 1990s. The most current APUSH exam contained questions ranging
from British economic policy in the 17th century to the women’s rights movement of the
1970s. It is imperative students do not fall behind and complete the reading assignments,
for those who fall behind will find it difficult to catch up. T’s and Q’s are the backbone of
our course, these assignments will be good resources to prepare for all assessments and
you will be quizzed when each is due. This hard work will provide students with the work
ethic expected in college classrooms and give students the content knowledge required for
success on the APUSH exam on May 14, 2014.
You can choose to wait and complete these activities during that first week of school or be
proactive and get the work done now. Remember, there will be other APUSH work once
the school year begins. If you are taking AP Lang, AP Chem, AP Human Geography, or AP
Bio (maybe a combination of these or all of the above), you will be very busy; the junior
year is the most important of your transcript, with many of you taking multiple AP classes.
You will benefit from starting your year ahead. Part I will be officially assigned on the first
day of school and due the following week. Part II of the assignment will be due the third
week of school. It is going to be a stressful, but enjoyable year. Do yourselves a favor and
get started on this work during the break.
If you have any questions, contact Mr. Hampson (hampsonj@pwcs.edu) or Ms. Hudson
(hudsonem@pwcs.edu). Have a great summer and we will look forward to meeting all of
you in September.
Sincerely,
Team APUSH
Part I
Chapters 2/3 T’s & Q’s
Terms
Directions: On a separate sheet of paper, provide the significance of the terms below. Each
response should not exceed three sentences (only the first three sentences will be read and
graded). Terms should be briefly defined and tell why each term is significant to the study of
American History. For determining significance, ask yourself what political, economic, and/or
social impact they had on the development of the nation, as well as how they may be interrelated. Knowledge of all terms is expected for tests and quizzes. Information coming from
outside sources will not be considered. This assignment cannot be handwritten.
Chapter 2:
1. House of Burgesses
2. James Oglethorpe
3. Jamestown
4. Joint-Stock
Company
5. Maryland Act of
Toleration
6. Powhatan
7. Virginia Company
Chapter 3:
8. Anne Hutchinson
9. Dominion of New
England
10. Fundamental
Orders of
Connecticut
11. John Winthrop
12. King Philip’s War
13. Massachusetts Bay
Colony
14. Mayflower Compact
15. New England
Confederation
16. Patroonships
17. Pequot War
18. Puritans
19. Quakers
20. Roger Williams
21. Salutary Neglect
22. Separatists
23. William Penn
Questions
Directions: On a separate sheet of paper, answer each of the following questions in a paragraph. Be
sure to answer all parts of each question completely.
Chapter 2:
1. Why did the Jamestown colony almost fail? What role did John Smith play in preventing the colony
from collapsing?
2. Describe the relationship between the Jamestown settlers and the Powhatan Confederacy from
1607 to 1685. What factors contributed to the downfall of the Powhatan Confederacy (the three
D’s)?
3. How did John Rolfe and tobacco save the Jamestown colony?
Chapter 3:
4. How were the motives of those who settled in Virginia different from those coming to New
England? What was the central focus of those settling in New England?
5. What was the political, economic, and social impact of the Glorious Revolution on the American
colonies?
6. What factors made Pennsylvania unique compared to other colonies (“Holy Experiment”)?
Chapters 4/5 T’s & Q’s
Terms
Directions: On a separate sheet of paper, provide the significance of the terms below. Each response
should not exceed three sentences (only the first three sentences will be read and graded). Terms
should be briefly defined and tell why each term is significant to the study of American History. For
determining significance, ask yourself what political, economic, and/or social impact they had on the
development of the nation, as well as how they may be inter-related. Knowledge of all terms is
expected for tests and quizzes. Information coming from outside sources will not be considered. This
assignment cannot be handwritten.
Chapter 4:
1. Indentured Servants
2. Headright System
3. Bacon’s Rebellion
4. “Slave Codes”
5. Stono Rebellion (S.C. Slave Revolt)
6. Halfway Covenant
7. Congregational Church
8. Salem Witch Trials
9. Leisler’s Rebellion
Chapter 5:
10. Paxton Boys
11. Regulator Movement
12. Triangular Trade
13. Molasses Act
14. Great Awakening
15. Old Lights
16. New Lights
17. Jonathan Edwards
18. Zenger Trial
Questions
Directions: On a separate sheet of paper, answer each of the following questions in a
paragraph. Be sure to answer all parts of each question completely.
Chapter 2:
1. What was the political, economic, and social impact of slavery in the Southern colonies?
What was life like for slaves?
2. What were the differences between life in the Southern colonies and New England colonies?
Chapter 3:
3. Describe the social structure of American society in the 18th century. What was the
hierarchy in the South and New England? What was life like for lower classes?
4. What was the impact of the Great Awakening on the American colonies in the 1730s and
1740s?
5. Describe the way colonial governments operated in the lead-up to the American
Revolution? What characteristics were different and/or common in Colonial America?
Part II
American Revolution Historiography
It is important when evaluating the past to understand the “facts” can be interpreted in any
number of ways. For example, historians agree there was a bloody Civil War waged in the
United States between 1861 and 1865. Historians know that over 600,000 Americans died
in that war, but where we find disagreement is, what did they die for? Depending on whom
you believe the war was fought over: slavery, economic differences, political reasons, social
distinctions, all of the above, or even none of the above. History is more than a series of
dates, important people, laws, and wars. History is interpreting and analyzing all of these
elements, with the use of relevant primary and secondary sources, to make an argument
concerning their influence and/or significance towards the development of modern society.
This is a skill every historian possesses and a skill you will be asked to demonstrate on the
APUSH exam next May.
For this assignment, you are asked to read passages on the American Revolution through
the writing of the Declaration of Independence from two different perspectives:
x Howard Zinn, “Tyranny is Tyranny” from People’s History of the United States, 1492Present
x William J. Bennett, “The Greatest Revolution (1765-1783)”, from America The Last
Best Hope: Volume I: From the Age of Discovery to a World at War 1492-1914
For each reading:
1. Discuss the author’s perspective on the American Revolution - what does the author
think about those who led the Revolution, those who opposed it, what were the
main ideas of the Revolution
2. What does each author say about the Declaration of Independence - what do they
say about the motives of the Founding Fathers, what does each say about the impact
of the document, what do they say about the idea that “all men are created equal”
3. Which perspective do you agree with? Explain.