APUSH
Summer Reading Assignment
Mrs. Zajicek-Bagenski
lzajicek@kusd.edu
Room 208
Dear Student,
Thank you for choosing AP US History!
To help smooth your transition into AP US History I have put together your first reading assignment to complete this
summer. We will be using the SQ3R Method for mastering your textbook assignments and perfecting effective study
skills. As always, learning a new learning strategy will take a little time to become proficient at. It is EXTREMELY
important to start your reading and practice of this new strategy prior to the school year. You will feel very overwhelmed
at the start of the year if you wait.
There will be a quiz on this reading at the start of the school year.
Our first APUSH class is scheduled for August 16th from 9am – 11am at Tremper in room 208. This class is designed
to provide extra support in mastering the skills required to be successful in an AP Social Studies course. We will practice
the SQ3R method and go over some of the writing and studying expectations of the course. A practice quiz on the first
chapter will be attempted followed with testing strategies to help for future quiz preparation. It is recommended to have
the first chapter read, outlined, and flashcards completed for this first class to get the most from the experience.
Supplies needed for the course:
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Two college ruled spiral notebooks. (One for outlining your textbook and one for taking notes in class.)
Multiple colored highlighters.
#2 pencils and blue or black pens.
Note cards (4x6) white or colored is fine but they need to have lines.
College ruled loose leaf paper.
Pocket folder or organizer.
Three ring binder. (Not required only If you like to organize your handouts)
I am always available to you via email or you are welcome to find me on Facebook. I have created an APUSH group on
Facebook that I post announcements, reminders, and homework on. We are also able to chat as a group about topics and
assignments from this page. Once you have “friended” me I am able to add you to this group. I always return emails
within twenty-four hours or sooner. If you email and I do not respond I am not ignoring you. The school server does not
always let every email pass. Please resend your email or send me a message on Facebook.
I am looking forward to getting us all together to start our journey through American history. This is a subject that I love
and am looking forward to sharing that with you. I am also very passionate about providing the skills and support
necessary for you to succeed in your adventures after high school. My hope is that all of you will go on to college,
technical school, military, or an apprenticeship. Whatever your life goal is, understanding American history and
possessing the skills to continue to learn about history will give each of you a better connection to the community, state,
and country that we live in.
Feel free to contact me anytime.
See you soon,
Mrs. Zajicek-Bagenski
Professional Educator
3 R's for Academic Survival
Here is a lean and wiry system containing all the essential techniques for mastering textbook assignments. This
is an "exam passer".
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R1
READ. Read the chapter paragraph by paragraph. Read and re-read until you can answer the question:
"What did the author say in this paragraph?"
R2
RECORD. Once you are able to describe what is in the paragraph, you will want to retain that learning by
underlining, making notes in the margin, or making notes in your notebook.
R3
RECITE. Cover up your notes or printed page and recite aloud. Remember! If you can't say it now, you won't
be able to say it tomorrow in class, nor write it in a week on an exam; so while you still have a
chance, try and try again, until you can say it.
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SQ3R Method for Thorough Study
Step 1: SURVEY -
Look over material critically. Skim through the book and read topical and subtopical headings
and sentences. Read the summaries at the end of chapters and books. Try to anticipate what
the author is going to say.
WRITE these notes on paper, in sequence; then look over the jottings to get an overall idea or
picture. This will enable you to see where you are going.
Step 2: QUESTIONS - Instead of reading paragraph headings such as "Basic Concepts of Reading," change to read,
"What are the Basic Concepts of Reading?" These questions will become "hooks" on which to
hang the reading material.
WRITE these questions out; look over the questions to see the emphasis and direction; then
attempt to give plausible answers before further reading.
Step 3: READ -
Read with smoothness and alertness to answer the questions. Use all the techniques and
principles demonstrated in class.
WRITE notes, in your own words, under each question. Take a minimum number of notes-use
these notes as a skeleton.
Step 4: RECALL** -
Without looking at your book or notes, mentally visualize and sketch, in your own words, the high
points of the material immediately upon completing the reading.
a. This forces you to check understanding.
b. This channels the material into a natural and usable form.
c. This points up what you do not understand.
d. This forces you to think.
Step 5: REVIEW -
Look at your questions, answers, notes and book to see how well you did recall. Observe
carefully the points stated incorrectly or omitted. Fix carefully in mind the logical sequence of the
entire idea, concepts, or problem. Finish up with a mental picture of the WHOLE.
**Note: More time should be spent on recall than on reading.
Adapted from F.P. Robinson. Effective Study. New York:Harper and Bros. 1946. Chapter II.
Academic Skills Center, Dartmouth College 2001
Outlining the APUSH Textbook
Directions: Following the SQ3R method for studying and outlining each assigned chapter.
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Turn each heading into a question.
Read to answer each question. In your own words outline each section.
After each section write a brief summary of what the section was about.
At the end of each chapter write a thesis statement that encompasses the chapter
Creating APUSH Note Cards
Directions:
1. For each assigned term or identification (ID) create a flashcard using index cards.
2. Each card will have the term or identification on one side and the description on the other side.
3. The description of the term or identification needs to include the date and why it is significant to the
time period. Or in other words, why is it important and what does the term define?
Example:
Front side of note card:
Mayflower Compact
Back side of note card:
It was the first agreement for self-government in America written
in 1620 on the Mayflower. It was signed by the 41 men on the
Mayflower and set up a government for the Plymouth colony.
APUSH Textbook Reading
Chapters 1 – 4
Directions: Following the SQ3R method for studying and outlining each assigned chapter.
5.
6.
7.
8.
Turn each heading into a question.
Read to answer each question. In your own words outline each section.
After each section write a brief summary of what the section was about.
At the end of each chapter write a thesis statement that encompasses the chapter.
Reading Assignment:
1. Using the SQ3R Method Read, outline, summarize, and write a thesis statement for Chapters
1 – 4 from the American Pageant.
a. Chapter 1: New Beginnings. Pages 4 – 24.
b. Chapter 2: The Planting of English America. Pages 25 – 42.
c. Chapter 3: Settling the Northern Colonies. Pages 43 – 65.
d. Chapter 4: American Life in the Seventeenth Century. Pages 66 – 83.
APUSH Important Terms, People, and Identifications
Note Card Directions:
1. For each assigned term or identification (ID) create a flashcard using index cards.
2. Each card will have the term or identification on one side and the description on the other side.
3. The description of the term or identification needs to include the date and why it is significant to the
time period. Or in other words, why is it important and what does the term define?
Chapter One Id’s: New World Beginnings. Pages 4 - 24.
Land Bridge
Incas
Mayas
Aztecs
Maize
Pueblo Indians
Mound Builders
Three sister farming
Cherokee
Choctaw
Iroquis
Hiawatha
Marco Polo
Spice Islands
Christopher
Columbus
Isabella Ferdinand
Columbian Exchange
Small pox, Yellow
Fever, Maleria
Treaty of Tordesillas
Conqiustadores
Vasco Balba
Ferdinand Magellan
Hernando Cortes
Francisco Pizarro
Francisco Coronado
Encomienda system
Hernando Cortez
Montezuma
John Cabot
Giovanni de
Verrazano
Jacques Cartier
Don Juan de Onate
Robert de LaSalle
Black Legend
Chapter Two Id’s: The Planting of English America. Pages 25 – 42.
Jamestown
Protestant
Reformation
Francis Drake
Elizabeth I
Sir Walter Raleigh
Roanoke Island
Colony
Enclosure
Primogeniture
Virginia
Joint – Stock
Company
Jamestown Seedling
Virginia Company
John Smith
Pocahontas &
Powhatan’s
Lord De La Warr
First Anglo-Powhatan
War
John Rolfe
Second AngloPowhatan War
Tobacco
Catholic Haven
Act of Toleration
West Indies
Carolina
Squatters
North and South
Carolina Division
Georgia
James Oglethorpe
John Wesley
Plantation Colonies
Iroquois League or
Iroquois
Confederation
Longhouse religion
Chapter Three Id’s: Settling the Northern Colonies. Pages 43 – 65.
Puritanism
Martin Luther
John Calvin
Calvinism
Predestination
Conversions
Protestant Work Ethic
King Henry VIII
Puritans
Visible saints
Anglican Church
King James I
Pilgrims
Myles Standish
Mayflower Compact
First Thanksgiving
William Bradford
John Winthrop
Congregational
Church
John Cotton
Anne Hutchinson
Antinomianism
Roger Williams
Rhode island “sewer”
Rev. Thomas Hooker
Fundamental Orders
Squanto
Pequot War
King Philip’s War
New England
Confederation
Dominion of New
England
Navigation Acts
Sir Edmund Andros
Chapter Four: American Life in the Seventeenth Century. Pages 66 – 83.
Tobacco Economy
Headright System
Bacon’s Rebellion
Nathaniel Bacon
Slave codes
Stono River Revolt
First families of Virginia
Jeremiads
Half-way covenant
Salem Witch Trials
Glorious Revolution
Dutch East India Co.
Henry Hudson
Peter Stuyvesant
Duke of York
Quakers
characteristics
William Penn
Middle Colonies
Benjamin Franklin
English Immigrants