AP US History Summer Assignment – 2015
Advanced Placement United States History is a survey course designed to explore major themes in American history
from the Pre-colonial era to the present day. Because the course encompasses such a broad scope of events and ideas,
assigning some of the material during the summer allows the class to move at a more reasonable pace during the
regular school year.
1) Review: make sure you are fluent with the 50 states, the 13 original colonies, and the Constitution and
amendments. Useful free practice tools for maps are found at Sheppard Learning and Lizard Point Geography. Try
flashcards for the amendments. Your knowledge of this material will be assessed early in the course.
2) Read: Chapter 1 in the America’s History 7th Edition text and the primary source documents on the Portuguese
treatment of Africans and the Spanish treatment of Native Americans. Also, watch Crash Course US History #1.
Take notes in a form that works for you (Cornell, Harvard, graphic organizer)
Based on the attitudes expressed in the documents, the videos, and the information contained in Chapter 1,
answer the question below. See the attached term sheet for review purposes and use the writing tips sheet and
rubric for help.
p. 32 Compare and contrast the Portuguese impact in Africa with the Spanish impact in America.
3) Read: Chapter 31 in the America’s History 7th Edition text. Term sheet is provided to help. Also, watch Crash
Course US History #45. Take notes in a form that works for you (Cornell, Harvard, graphic organizer). Based on the
chapter and the videos, choose one question below to answer.
a. How has globalization affected American society and politics?
OR
b. Which event in Ch31 had the greatest global impact and why?
Brownie points if you bring in a news article related to events in Ch 31 and write one sentence explaining the
connection.
E-Mail any questions regarding the text reading or written assignments to (mkandall@tamdistrict.org)
Also, you may find it helpful to review information and possibly take practice quizzes on the colonial era material
using the websites listed below or purchase a review book like Princeton Review or Kaplan.
http://bcs.bedfordstmartins.com/henretta7e/#t_647824
http://www.apstudynotes.org/us-history/
http://www.historyteacher.net/USQuizMainPage.htm
GOOD LUCK, HAVE A GREAT SUMMER & SEE YOU IN AUGUST
AP US History Writing Tips
In AP US History, you will be asked to complete in-class and take home writing assignments based on
required reading and in-class activities frequently. The summer written assignments mirror future
assignments you will be expected to complete during the course and are based on required textbook reading you do not need to do extra outside research. Following the instructions below will help you complete the
summer written assignments successfully. You should take notes and complete the short essays. E-mail if
you have questions.
•
•
•
•
•
•
•
•
•
Short Answer Questions Instructions
Carefully read Chapter 1, Chapter 31, and the primary sources related to Chapter 1. Answer the prompt
from Chapter 1 and select a question from Chapter 31 listed above. You will answer a total of TWO
questions (one from each chapter).
Read the prompts you choose carefully so you clearly understand the focus of the questions.
Begin by briefly describing historical context assuming the reader is not already an expert on the subject.
Clearly address the prompt in the first paragraph – answer the question with a clear thesis statement.
Include a thesis statement at the end of the first paragraph that addresses the prompt specifically using the
language of the question and sets a clear direction for your response.
Organize the rest of your response logically, beginning each paragraph with a clear topic sentence stating
the main focus of the paragraph.
Provide specific factual information to support your thesis in a logical and focused way. Use information
from the text reading to support your ideas but avoid simply summarizing/quoting the textbook.
Paraphrase concepts and blend in personalized commentary detailing relevance of facts.
Avoid writing in the first person. No “I think…” or “In my opinion…”
Your response to each prompt should be 1-2 pages typed 1.5 spacing.
AP US Short Answer Question Grading Rubric
A
Focus
Factual
Support
Analysis
B
C
Articulate and thoughtful
context description
Clear explanation of historical
context
Limited or generic relevant
context
Fluid thesis directly addressing
question setting a clear direction
Includes general statement
addressing whole question
Vaguely addresses some of
the question
Thoughtfully structured body
paragraphs
Adequately focused body
paragraphs
Body paragraphs often
inconsistently structured
Substantial, detailed and
relevant historical evidence
Some relevant historical evidence
Limited relevant historical
evidence
Evidence presented consistently
in an original & insightful voice
Consistent, articulate and
original explanations of
significance
Frequent clear connections to
prompt
Adequate supporting evidence
presented periodically in an
unoriginal manner.
Some clear commentary on
relevance of evidence
Some effort to link details with
thesis
Significant factual details, but
mainly described in an
unoriginal manner
Limited original commentary
Mainly paraphrases reading
with little connection to
prompt
Chapter 1 Short Answer Question Primary Source Documents
A Portuguese Description of the Slave Trade (1444)
Very early in the morning, by reason of the heat, the seamen began to make ready their boats, and to
take out those captives, and carry them on shore, as they were commanded. And these, placed all together in
that field, were a marvelous sight, for amongst them were some white enough, fair to look upon, and well
proportioned; others were less white like mulattoes; others again were as black as Ethiops, and so ugly, both
in features and in body, as almost to appear (to those who saw them) the images of a lower hemisphere. But
what heart could be so hard as not to be pierced with piteous feeling to see that company? For some kept
their heads low and their faces bathed in tears, looking one upon another; others stood groaning very
dolorously, looking up to the height of heaven,. . . crying out loudly, as if asking help of the Father of
Nature; others struck their faces with the palms of their hands, throwing themselves at full length upon the
ground; others made their lamentations in the manner of a dirge, after the custom of their country. And
though we could not understand the words of their language, the sound of it right well accorded with the
measure of their sadness…
Although the sorrow of those captives was for the present very great, especially after the partition
was finished and each one took his own share aside (while some sold their captives, the which they took to
other districts); and although it chanced that among the prisoners the father often remained in Lagos, while
the mother was taken to Lisbon, and the children to another part yet this sorrow was less felt among those
who happened to remain in company. For as saith the text, the wretched find a consolation in having
comrades in misfortune. But from this time forth they began to acquire some knowledge of our country, in
which they found great abundance, and our men began to treat them with great favor. For as our people did
not find them hardened in the belief of the other Moors, and saw how they came in unto the law of Christ
with a good will, they made no difference between them and their free servants, born in our own country But
those whom they took while still young, they caused to be instructed in mechanical arts, and those whom they
saw fitted for managing property, they set free and married to women who were natives of the land, making
with them a division of their property.. .. Yea, and some widows of good family who bought some of these
female slaves, either adopted them or left them a portion of their estate by will, so that in the future they
married right well, treating them as entirely free. Suffice it that I never saw one of these slaves put in irons,
and scarcely any one who did not turn Christian and was not very gently treated....
And so their lot was now quite the contrary of what it had been, since before they had lived in
perdition of soul and body; of their souls, in that they were yet pagans, without the clearness and the light of
the Holy Faith; and of their bodies, in that they lived like beasts, without any custom of reasonable beings—
for they had no knowledge of bread or wine, and they were without the covering of clothes, or the lodgment
of houses; and worse than all, through the great ignorance that was in them, in that they had no
understanding of good, but only knew how to live in a bestial sloth.
But as soon as they began to come to this land, and men gave them prepared food and coverings for
their bodies, their bellies began to swell, and for a time they were ill, until they were accustomed to the
nature of the country, but some of them were so made that they were not able to endure it and died, but as
Christians.
Bartolome de las Casas Describes Columbus’ Landfall (1552)
…The admiral called the two captains and the others who had landed… to bear witness and
testimony how he, before them all, took possession of the island. . .What follows are the actual words of the
admiral, in his book of his first voyage and discovery of these Indies.
“I’ he says, “in order that they might feel great amity towards us, because I knew that they were a
people to be delivered and converted to our holy faith rather by love than by force, gave to some among them
some red caps and some glass beads, which they hung round their necks, and many other things of little
value. At this they were greatly pleased and became so entirely our friends that it was a wonder to see.
Afterwards they came swimming to the ships’ boats, where we were, and brought us parrots and cotton
thread in balls, and spears and many other things, and we exchanged for them other things, such as small
glass beads and hawks’ bells, which we gave to them. They all go naked as their mothers bore them, and the
women also, although I saw only one very young girl. And all those whom I did see were youths, so that I did
not see one who was over thirty years of age; they were very well built, with very handsome bodies and very
good faces. Their hair is coarse almost like the hairs of a horse’s tail and short; they wear their hair down
over their eyebrows, except for a few strands behind, which they wear long and never cut. Some of them are
painted black, and they are the color of the people of the Canaries, neither black nor white. Some of them
paint their faces, some their whole bodies, some only the eyes, and some only the nose. They do not bear
arms or know them, for I showed to them swords and they took them by the blade and cut themselves through
ignorance. They have no iron. Their spears are certain reeds, without iron, and some of these have a fish
tooth at the end, while others are pointed in various ways. They are all generally fairly tall, good looking
and well proportioned. I saw some, who bore marks of wounds on their bodies, and I made signs to them to
ask how this came about, and they indicated to me that people came from other islands, which are near, and
wished to capture them, and they defended themselves. And I believed and still believe that they come here
from the mainland to take them for slaves. They should be good servants and of quick intelligence, since I see
that they very soon say all that is said to them, and I believe that they would easily be made Christians, for it
appeared to me that they had no creed. Our Lord willing, at the time of my departure I will bring back six of
them to Your Highness, that they may learn to talk. I saw no beast of any kind in this island, except parrots.”
All these are the words of the admiral.
--------------------------------------------------------------------------------------Multiple choice questions will be based on understanding of these terms and the chapters overall.Pay careful attention to definition and historical relevance of the following as you read.
Chapter 1: The New Global World: 1450-1620
Christopher Columbus
Mesoamerica
Mayas & Aztecs
Hopewell Culture
Southwest Pueblo Cultures
Eastern Woodland Peoples
Primogeniture
Crusades
Portuguese Slave Traders
Vasco da Gama
Conquistadors
Encomiendas
Columbian Exchange
Mestizos
Protestantism
Predestination
English Puritans
Spanish Armada
Dutch West India Company
Gentry & Yeomen
Enclosure Acts
Chapter31: National Dilemmas in a Global Society
Globalization
WTO
NAFTA
Financial Deregulation
ARPANET
90s Culture Wars
CA Props 63 and 187
Clinton Healthcare /initiative
Clinton impeachment
9/11
USA Patriot Act
Iraq Invasion