Summer Assignment Appendix
AP World History
AP US History
This appendix is designed to help you though the steps of the summer
assignment for either AP World History or AP US History. If you have
any questions over the summer, please feel free to contact Mr. Gibson
via email. The summer assignment is due the first day of class and is
worth 200 points!
Mr. Gibson
Sonoma Valley High School
History Department
Email = agibson@sonomavly.k12.ca.us
Web Page = www.sonomavalleyhigh.org/andygibson.html
Reading the Textbook
AP World / US History
This is a suggested way to read the textbook. I realize that what I will suggest may seem to be
impossible or repetitious, but each of the following steps will help you read and understand the text.
You should modify the suggestions to meet your needs or style of learning. After you have tried this
and you feel that you are still having problems, please see me. Together we will be able to figure
something out.
History books tend to be written in outline form in the order written below.
1.
2.
3.
4.
5.
Thesis
Main Heading
Sub-Headings
Topic Sentences
Main Points
By using this information you can quickly look at what the chapter has to offer before you read,
giving you a better chance of remembering some of the important ideas. What you want to do is
keep the information fresh. You can do this by referring to the text over a period of days.
Don’t try to consume a whole chapter the night before! Use the timing suggested to create your own
plan.
Process
1. Day 1 Browsing = Look through the chapter. Read the headings of the chapter, sections,
and sub-sections. Read and look at all of the maps, drawings, paintings, graphs, and charts.
Just “look around” at what you will be reading. You may absorb some things but all you want
is a quick glance. Do not read the chapter at this point, just look. (15-20 minutes)
2. Day 2 Skim-and-Scan = Read the opening remarks of the chapter. Read the 1st paragraphs
of each section and sub-section. Find the thesis for the chapter and section. Read the first
sentence of every other paragraph. Read the captions to the maps, graphs, etc. (30-45
minutes)
3. Day 3 Careful Reading = Now read the chapter start to finish. Carefully read every
sentence and word. Re-read all captions. Be sure to spend time reading the whole chapter.
Read the entire chapter between 1-2 sittings. (1-3 hours)
4. Day 4 Skim-and-Scan Note-taking = With pen in hand, skim-and-scan again. Take
outline notes with headings matching those in the chapter. Do not rewrite the book. Take
quick notes of things you will need to remember. Jot down the page numbers of important
paragraphs. You may also wish to start your weekly note cards. (1 hour)
5. Day 5 Reminding = This is a skim and scan technique that uses both the text and your
notes. Let the notes remind you what is in the text, referring to the text only when you need
to. This is a final check before you study for a quiz or unit test.
Before a quiz or unit test, don’t spend a lot of time studying the text, but use your time wisely by
checking your notes. Re-read the introduction and conclusion to each chapter. These are good
reviews so please use them to your advantage.
After you receive a quiz or unit test back, go over the questions and answers. Check your notes.
Why did you miss this question? What should you do to change your reading or notes to better
prepare for the test? What part of the reading schedule worked or didn’t work? Do this evaluation
after every test. By concentrating on your test taking habits early on, you will be prepared for the
time when you will be tested over a greater amount of material.
Creating & Using Note cards
AP World / US History
The purpose of your note cards is to gain familiarity with the subject and keep it fresh over a long
period of time. History is a subject, not unlike a foreign language, which must be re-learned and
used in order to be understood.
DO NOT MEMORIZE! Memorization will not be helpful on the exam. Create connections with note
cards. Develop a facility with their use.
Students who utilize the note cards, keep up with them, take them seriously, and consistently study
them, do well on the AP Exam.
Process
1. Make note cards from a list provided by the text, or from your own observation. Cards can be
3X5 or 4X6 but should be 1 size for a group of 20-30 cards.
2. The front of the card should have the concept or phrase, where in the text it came from, and
any additional connecting devise, such as a theme or thread.
3. The back of the card should have a complete thought that corresponds to the concept or
phrase on the front. Your description on the back of the card should have the following items:
a. Definition of the term
b. The historical significance of the term
c. Your analysis of the historical significance
d. A historical example of the term
4. While
a.
b.
c.
studying a stack of cards for a quiz or unit test, make 3 piles:
Group A = Cards you immediately recognize and can immediately answer
Group B = Cards you recognize eventually and can eventually answer
Group C = Cards you do not recognize.
5. Reshuffle group’s b and c, and start over again. The idea is to get all cards into group a.
When that is completed, move on to another set of cards.
6. Do not use the note cards for more than 15 minutes at a time. Take a break and do something
completely different for another 30 minutes and then come back to the cards. You will be
more successful when you limit your time with the cards.
Front
Theme
Theme
Theme
Theme
Theme
1
2
3
4
5
–
–
–
–
–
Migration
Cultural interaction
Expansion
Economic Systems
Social Structures
Back
p.713
p.710
p. 718
p. 730
p. 719
Imperialism
Forceful control of one over another
Systematic exchange of ideologies based
on concepts of superiority
Historically how one group gained
political, economic, religious, social,
intellectual, artistic, and geographic
control over another.
Westward Expansion, Colonial Africa
Taking Cornell Notes from the Text
AP World / US History
Shown below is an example of how you can organize your Cornell Notes that you are required to take
for each chapter you read. A blank Cornell Notes template is available on the class website at
www.sonomavalleyhigh.org/andygibson.html You do not need to write notes on everything you see.
Instead, ask yourself the following questions as you take your notes.
1. Do the notes you are taking fit the thesis or main ideas of the chapter?
2. Is the fact, person, or event you are reading about noteworthy?
3. How can I summarize this in a way that makes sense to me?
Chapter # / Title:
Name:
Class: US / World History
Notes/Details:
Chapter Thesis
Written at across the top few lines in your own words. Usually
Found in within the first few paragraphs of the chapter
Skip a line
Section Heading
Write the main idea of the sub heading. Usually found at end of sub heading.
(Blue text in World )
Bullet all factual information that supports main idea
(Red text in US)
Skip a line
Sub-section Heading
Write the main idea of sub-section heading.
(Black text in World)
Bullet / List all factual data that support main idea.
(Blue text in US)
Repeat process for each Section Heading.
Skip a line
Key Vocabulary
The term should be written on the left and the definition of the right.
Definition should be in your own words but detailed.
Skip a line
Historical Themes
Identify the historical themes that you see in the content of each chapter.
You can label these with the abbreviations suggested the attached handout.
Lingering Questions
Write down any questions that you still have regarding the content of the chapter.
These will be addressed during class.
Skip a line
Reflection
Write a short reflection for the chapter at the end of your notes. Should be brief.
At least 3-4 sentences. Try to connect the notes you took to the chapter thesis.
The goal for taking notes on the chapter is to make them usable, as they will be used throughout the
year as we review for the AP test. Too much detail can be overwhelming, so pace yourself!
AP US History Themes
The AP US History course requires us to think conceptually about the American past and to focus on
historical change over the time periods within American History. We will be focusing on 12 overarching
themes which serve as unifying threads, which will help you compare and contrast a time period or part
of American society within a larger framework. The themes also provide ways to make comparisons over
time. Throughout the course you will be asked to identify, analyze, and discuss these themes.
American Diversity = ‘AD”
The diversity of the American people and the relationships among different groups. The roles of race,
class, ethnicity, and gender in the history of the United States.
American Identity = “AI”
Views of the American national character and ideas about American exceptionalism. Recognizing regional
differences within the context of what it means to be an American.
Culture = “C”
Diverse individual and collective expressions through literature, art, philosophy, music, theater, and film
throughout U.S. history. Popular culture and the dimensions of cultural conflict within American society.
Demographic Changes = “DC”
Changes in birth, marriage, and death rates; life expectancy and family patterns; population size and
density. The economic, social, and political effects of immigration, internal migration, and migration
networks.
Economic Transformations = “ET”
Changes in trade, commerce, and technology across time. The effects of capitalist development, labor
and unions, and consumerism.
Environment = “E”
Ideas about the consumption and conservation of natural resources. The impact of population growth,
industrialization, pollution, and urban and suburban expansion.
Globalization = “G”
Engagement with the rest of the world from the fifteenth century to the present: colonialism,
mercantilism, global hegemony, development of markets, imperialism, cultural exchange.
Politics and Citizenship = “PC”
Colonial and revolutionary legacies, American political traditions, growth of democracy, and the
development of the modern state. Defining citizenship; struggles for civil rights.
Reform = “R”
Diverse movements focusing on a broad range of issues, including antislavery, education, labor,
temperance, women’s rights, civil rights, gay rights, war, public health, and government.
Religion = “RL”
The variety of religious beliefs and practices in America from prehistory to the twenty-first century;
influence of religion on politics, economics, and society.
Slavery and Its Legacies in North America = “S”
Systems of slave labor and other forms of un-free labor (e.g., indentured servitude, contract labor) in
Native American societies, the Atlantic World, and the American South and West. The economics of
slavery and its racial dimensions. Patterns of resistance and the long-term economic, political, and social
effects of slavery.
War and Diplomacy = “WD”
Armed conflict from the pre-colonial period to the twenty-first century; impact of war on American foreign
policy and on politics, economy, and society.
AP World History Themes
The AP World History course requires us to examine continuity and change across the historical
periods that are included in the course. We will be focusing on 5 overarching themes which serve as
unifying threads, which will help you compare and contrast a time period or society in a larger
framework. The themes also provide ways to make comparisons over time. Throughout the course
you will be asked to identify, analyze, and discuss these themes.
1. Interaction between humans and the environment = “HE”
o Demography and disease
o Migration
o Patterns of settlement
o Technology
2. Development and interaction of cultures = “C”
o Religions
o Belief systems, philosophies, and ideologies
o Science and technology
o The arts and architecture
3. State-building, expansion, and conflict = “SEC”
o Political structures and forms of governance
o Empires
o Nations and nationalism
o Revolts and revolutions
o Regional, trans-regional, and global structures and organizations
4. Creation, expansion, and interaction of economic systems = “ES”
o Agricultural and pastoral production
o Trade and commerce
o Labor systems
o Industrialization
o Capitalism and socialism
5. Development and transformation of social structures = “SS”
o Gender roles and relations
o Family and kinship
o Racial and ethnic constructions
o Social and economic classes
SOAPS Outline for DBQ
AP World / AP US History
It is important that you look very carefully at all of the documents that are provided in the DBQ.
Before you start writing your essay, I would recommend that you use the SOAPS Document
Analysis form on each of these documents. I will not be collecting these so they are optional.
Before filling out the form, you should think about what you are doing. Done well, this will help you
to know more about the documents you read and to remember them better.
Take this seriously! By using SOAPS as the basis for your analysis, you will discover that an essay,
an article, a song, a story is carefully structured, creating parameters within which you must work in
order to determine meaning. Certainly there is room for different viewpoints because each of you
brings a unique perspective to the piece. But your conclusions must be supported by the details of
the text.
S What is the Subject?
The general topic, content, and ideas contained in the text. You should be able to state the subject
in a few words or a short phrase.
O What is the Occasion?
The time and place of the piece; the current situation. It is particularly important that you
understand the context that encouraged the writing to happen.
A What is the Audience?
The group of readers to whom this piece is directed. The audience may be one person, a small
group, or a large group; it may be a certain person or a certain people.
P What is the Purpose?
The reason behind the text. You need to consider this question carefully. What is the argument or
logic behind the document?
S Who is the Speaker?
The voice which tells the story. When students approach a document, they sometimes believe that
the author and the speaker of the piece are the same. They fail to realize that the author may
choose to write from any number of different points of view. In fact, the method of narration and
the character of the speaker may be crucial to an understanding of the work.
This confusion of author and speaker is particularly common when there is a gender difference. For
instance, students see that the author is female and assume that the speaker is female, even though
all the facts indicate that the speaker is male. Furthermore, they think that what the speaker
believes is what the author believes. This misconception creates problems for students as they try
to unravel meaning.
SOAPS Form
AP World / US History
SOAPS
Category
S
P
E
A
K
E
R
O
C
C
A
S
I
O
N
A
U
D
I
E
N
C
E
P
U
R
P
O
S
E
S
U
B
J
E
C
T
Document # ____
Document # ____
Document # ____
Seven Steps to an Epic Document Based Question (DBQ)
DBQ Rubric
AP World / US History
Step 1 = Read the Directions
These are the grade equivalents for the
scores below. To “pass” the AP test, you
must write a DBQ that scores a 6 or higher.
Step 2 = Read the Question (Prompt)
Step 3 = Brainstorm the Question (Prompt)



9
100%
100 pts.
8
92%
92 pts.
7
86%
86 pts.
6
82%
82 pts.
------------------------------------------------------5
76%
76 pts.
4
72%
72 pts.
3
66%
66 pts.
2
62%
62 pts.
1
56%
56 pts.
0
0%
0 pts.
What information is necessary to answer the prompt?
What do I know about the subject?
What categories seem to work the best?
Step 4 = Write a Preliminary Thesis


A good thesis must AP (Address the Prompt)
Include a reference to the historical place and time period
Step 5 = Read and Analyze the Documents


Read the document and note the author, time, and place
Use the SOAPS!
Step 6 = Re-evaluate the Thesis and Write an Outline
Step 7 = Write! Make sure to cite the documents throughout the paper. Example: Document 1 = (1)
DBQ Rubric
8-9
1)
Has a clear well developed
thesis that addresses the
prompt and guides the
essay throughout
2)
Demonstrates
understanding of the
complexity of the topic
3)
Effectively uses all or a
substantial number of
documents and interprets
them correctly. Uses many
accurate facts and details
from the time period.
4)
5)
Effectively analyzes,
interprets, and makes
inferences from the
information
Supports the thesis with
many relevant outside facts
and interprets that
information correctly
6)
May contain insignificant
errors that do not hinder
the argument or
organization.
7)
Clearly organized and well
written
5-7
1)
Has a thesis which
addresses the essay
prompt.
2)
Clearly explains the
differences or similarities
of the issue; some
imbalance is acceptable.
3)
4)
5)
6)
Effectively uses some of
the documents or uses
some facts to support
the interpretation.
2-4
1)
Has a limited, confused,
or poorly developed
thesis; may restate the
prompt
2)
Describes the differences
or similarities in a general
or simplistic manner; may
cover only part of the
topic
3)
Includes some outside
facts with little or
superficial
interpretation.
May contain minor
historical errors that do
not interfere with
comprehension.
Shows acceptable
organization and
writing; language errors
do not interfere with the
comprehension of the
essay.
Briefly mentions facts or
documents, sometimes in
a list format; quotes
documents; interprets
facts or documents
incorrectly; superficial
interpretation, mostly
descriptive
4)
Contains few outside facts
or contains facts that are
irrelevant or inaccurate.
5)
May contain major
historical errors,
misinterpreting terms,
concepts, or confusing
time periods.
6)
May be poorly organized
and/or written
0-1
1)
Has no thesis or a thesis
that does not address
the topic.
2)
Shows inadequate or
inaccurate
understanding of the
question.
3)
Contains little or no
understanding of the
documents or ignores
them completely
4)
Contains inappropriate
facts or no outside facts.
5)
Includes numerous
errors, both major and
minor
6)
Written so poorly that it
inhibits understanding.