Advanced Placement United States History
Wilson Memorial High School
2014-2015
Instructor: Mrs. Hedrick
Phone: (540) 886-4286
E-mail: hedrick.al@augusta.k12.va.us
Room 63
Course Description
The AP U.S. History course is designed to provide students with the analytic skills and factual knowledge
necessary to deal critically with the problems and materials in U.S. history. The class prepares students for
further education by making demands upon them equivalent to those made by introductory college courses.
This class will use a variety of instructional procedures in order to help students develop historical
thinking skills. Historical thinking skills are organized into four categories: chronological reasoning, comparison
and contextualization, crafting historical arguments from historical evidence, and historical interpretation and
synthesis. Class will consist of lecture, class discussions, group work, individual/group projects, analyzing maps,
graphs and other primary sources, and a lot of outside reading (from the textbook and other supplementary
materials). Students will also be exposed to several writing assignments: in-class essays, book reviews, research
papers, and Document Based Questions (DBQs). These writing activities will help each student prepare for the
AP exam, where writing skills are of the utmost importance.
Those students who successfully meet the objectives of this course can receive college credit for their
work as well as advanced placement in college history. To measure that success the College Board will issue the
AP exam in U.S. history on May 8, 2015. This exam is three hours and 15 minutes long; colleges may or may not
grant credit based on the test results. AP tests are scored on a scale of 1-5; in order to pass, students must get a 3,
but most colleges will only accept a 4 or 5 in order to grant credit.
Course Objectives
1. In the process of fulfilling assignments for the course, students will demonstrate and improve the quality of
their critical thinking, reading, and writing abilities.
2. Students will be able to identify important individuals and events that have contributed to the development of
U.S. history.
3. Based on analysis and evaluation of historical evidence, students will be able to make supportable inferences
and draw appropriate conclusions.
4. Students will be able to evaluate and synthesize historical evidence to construct persuasive historical
arguments.
5. Students will be able to compare, analyze, and evaluate short-term and long-term causes and effects.
6. Students will be able to analyze and evaluate patterns of continuity and change over time, as well as connect
those patterns to larger historical processes or themes.
7. Students will be able to explain ways that historical events and processes can be organized within blocks of
time.
8. Students will be able to compare related historical developments and processes across place, time, and/or
different societies or within one society.
9. Students will be able to evaluate multiple and differing perspectives on a given historical event.
10. Students will be able to evaluate how historians’ perspectives influence their interpretations and how models
of historical interpretation change over time.
Textbooks and Supplementary Texts (CR 1)
Kennedy, David M, et al. The American Pageant (AP Edition). 14th ed. Boston: Wadsworth/Cengage Learning,
2010.
This is the primary textbook that will be used throughout the entirety of the course.
Axtell, James. The Invasion Within: The Contest of Cultures in Colonial North America. New York: Oxford
University Press, 1986.
Bailey, Thomas A., and Kennedy, David M., eds. The American Spirit. 10th ed. 2 vols. Lexington, Mass.: D.C. Heath,
2002.
Brinkley, Alan. The Unfinished Nation: A Concise History of the American People. 4th ed. 2 vols. New York:
McGraw-Hill, 2004.
Faragher, John M., et al. Documents Set: Out of Many, A History of the American People. Revised 3rd ed. Advanced
Placement Edition. Upper Saddle River, NJ: Prentice Hall, 2003
Jackson, Harvey H. and Rice, Bradley R. Study Guide with Map Exercises for use with The Unfinished Nation: A
Concise History of the American People. New York: McGraw-Hill, 2004.
*Students will need to purchase a review book during the second semester. I will determine the book at that time
and the entire class will use the same book for exam preparation*
Materials and Supplies
Students will need the following items:
1. A spiral notebook & a folder OR a large three-ring binder (you will need to be able to take notes and organize
handouts, additional readings, etc.)
2. Blue/black pens
3. Pencils
4. Loose-leaf paper and dividers (if you choose to go with the binder option rather than the notebook & folder
option)
Grading Policy
Students’ grades will be determined by their performance in the course on all assignments. Graded work
will include quizzes, unit exams, midterm exam, final exam, writing assignments, projects, and other various
homework assignments. Peer review will sometimes be used to help determine students’ grades. No extra
credit will be offered.
In accordance with WMHS policy, if a student puts forth their best effort on an assignment, but receives
a grade lower than 50%, their grade for that assignment will be increased to 50%. Example: Jane Doe was
struggling with one particular unit, but she came after school to get help and I know she studied. She received a
42% on the unit exam, despite her hard work, so I increased her grade to 50%. This policy is intended to
encourage student success and is not to be taken advantage of. If a student submits work and clearly put forth
little to no effort, that student can receive a zero. If a student chooses to not do an assignment that is vital to
their completion of the class, then that student will receive an “Incomplete” and must complete the assignment
in order to pass the class.
The grading scale for this course will follow the 10-point scale that is instituted throughout WMHS:
A+
A
AB+
B
BC+
98-100
92-97
90-91
88-89
82-87
80-81
78-79
C
CD+
D
DF
72-77
70-71
68-69
62-67
60-61
50-59
**WMHS Honor Code: Any form of cheating or plagiarism will result in a zero for that assignment**
All work must represent your own effort, not that of another. Read the Student Handbook to ensure
that you understand what is considered cheating and/or plagiarism.
Some assignments that will determine your grade are described below:
Quizzes: Students will periodically take quizzes that will come in various forms – some will have multiple-choice
questions, some will require writing, listing, matching, analyzing images and quotes, etc. The format will change
throughout the school year. The purpose of these quizzes is to make sure students are keeping up with assigned
reading and being active learners in class – this means that if the material is in the textbook or another assigned
reading, but we did not discuss it in class, it may still be on a quiz or a test!
Unit Exams: Each unit exam will be comprised of information from 3-5 chapters from the textbook, which will
cover a large amount of material. Exams will be modeled after the AP exam, so they will contain multiple choice
questions, short answer questions, and a DBQ essay or a Free Response essay. TO ENCOURAGE CONSISTENT
REVIEW OF LEARNED MATERIAL, AS MUCH AS 25% OF EACH EXAM WILL COME FROM MATERIAL
COVERED IN PREVIOUS UNITS.
Essays: There will be two types of essays in this course
Free Response: A “regular” thesis-based essay. You will be expected to utilize facts from your knowledge
base to support your thesis. These essays often require you to compare people, events or phenomena
across place or periods of time.
Document Based Questions (DBQs): These are also thesis-based essays, but the written material is
guided by a set of documents related to the question. The key to these essays is how well you analyze the
given material and complexity of the assigned question, while incorporating other information you have
learned that is not included in any of the documents.
Projects: Students will participate in a few individual and group projects. Normally these will be research-based
projects that culminate in a paper or a presentation to classmates.
Homework: Homework assignments will vary and they are vital to student success in this class. Students should
expect homework every day, particularly textbook readings. It is YOUR responsibility to keep up with the
reading schedule. In addition to reading the textbook, you will occasionally have supplemental readings.
Worksheets and review packets will be assigned for homework as well.
Make Up Work/Late Policy: In ALL cases, it is the student’s responsibility to initiate make up work. Do not
forget about it and expect to make it up at the end of a six-week grading period or at the end of a semester. If you
have a pre-arranged absence and there is a quiz/test scheduled for that day, you may take the quiz/test prior to
your absence or you will have to take the make-up test when you return. If you have an excused absence, you will
have an extended deadline equal to the amount of days you were absent (i.e. If you were out for 2 days, you have
2 extra days from the initial deadline to make up the work). You may make up work for 3 unexcused absences.
After you have accrued 3 unexcused absences from my class (this includes unexcused tardies and leaving early),
work missed from any additional unexcused absences will be a zero.
If you forget about an assignment or do not manage your time well enough to submit it by the due date, then I
will accept it 1 day late. If you submit an assignment 1 day late, then the highest grade you will receive is a 70%.
After that, you will earn a zero for that assignment.
**If you are present at school for any amount of time on the day an assignment is due, you must submit
that assignment to me, even if you are unable to make it to my class – this includes excused tardies,
early dismissals, and field trips. This is a school-wide policy and is stated in the Student Handbook**
Snow Policy: When the inevitable snow day occurs, you are expected to keep up with readings and assignments.
Please keep your textbook at home (unless directed to bring it to class) in the event that we unexpectedly miss
school.
U.S. History Themes (CR 4)
The following themes will be addressed in various units during the course of the year:
Identity (ID)
Overarching questions: How and why have debates over American national identity changed over time?
How have gender, class, ethnic, religious, regional, and other group identities changed in different eras?
Activity example: Students will explain and justify with evidence during which time period they believe
an American national identity first began to form
Work, Exchange, and Technology (WXT)
Overarching questions: How have changes in markets, transportation, and technology affected American
society from colonial times to the present day? Why have different labor systems developed in British North
America and the United States, and how have they affected U.S. society? How have debates over economic values
and the role of government in the U.S. economy affected politics, society, the economy, and the environment?
Activity example: Students will work in groups to create a timeline graphic organizer that displays how
the economic policies of political parties changed over time
Peopling (PEO)
Overarching questions: Why have people migrated to, from, and within North America? How have changes
in migration and population patterns affected American life?
Activity example: Students will respond to the following prompt – To what extent has the influx of Latin
American immigrants affected American society, politics, and economics in the late 20th and early 21st centuries?
Politics and Power (POL)
Overarching questions: How and why have different political and social groups competed for influence over
society and government in what would become the United States? How have Americans agreed on or argued over
the values that guide the political system as well as who is a part of the political process?
Activity example: Students will assume the role of an important figure from the Constitutional era and
have a class discussion about topics addressed and not addressed in the U.S. Constitution (Meeting of the
Minds)
America in the World (WOR)
Overarching questions: How have events in North America and the United States related to contemporary
developments in the rest of the world? How have different factors influenced U.S. military, diplomatic, and
economic involvement in international affairs and foreign conflicts, both in North America and overseas?
Activity example: Students will write an essay describing and comparing the reasons for different U.S.
involvement in WWI vs. WWII
Environment and Geography – physical and human (ENV)
Overarching questions: How did interactions with the natural environment shape the institutions and
values of various groups living on the North American continent? How did economic and demographic changes
affect the environment and lead to debates over use and control of the environment and natural resources?
Activity example: Students engage in class debate about the pros/cons of expanding transportation
networks and how the increased use of transportation networks shaped the development of the U.S.
Ideas, Beliefs, and Culture (CUL)
Overarching questions: How and why have moral, philosophical, and cultural values changed in what
would become the United States? How and why have changes in moral, philosophical, and cultural values affected
U.S. history?
Activity example: As a part of the War Project, students will evaluate the effects of music, literature, and
film on public attitude toward a war of their choice (WWI, WWII or the Vietnam War)
Periods of Study in AP U.S. History
Period 1: Finding America (1491-1607)
Pre-Columbian Societies
Transatlantic Encounters and Colonial Beginnings
Themes: ID, WXT, PEO, POL, CUL
Period 2: Creating Colonial America (1607-1754)
Colonial North America through 1754
Religious Movements
The French and Indian War
Themes: ID, WXT, POL, CUL, WOR
Period 3: Becoming America (1754-1800)
The American Revolutionary Era 1754-1789
Establishing the Nation, 1776-1800
Themes: ID, WXT, PEO, POL, CUL, WOR
Period 4: Changing America (1800-1848)
Transformation of the Economy, Politics, and Society
Nationalism
Jacksonian Democracy
Reform in Antebellum America
Themes: ID, WXT, PEO, POL, CUL, WOR, ENV
Period 5: Dividing America (1844-1877)
The Crisis Decade: 1850s
Controversy Out West
North and South Drift Apart
The Civil War
Reconstruction
Themes: ID, WXT, PEO, POL, CUL
Period 6: The New America (1865-1898)
The New South
Political Corruption
Industrialism & Urbanization
Populism & Progressivism
Labor, Unions, and Industry
Themes: ID, WXT, PEO, POL, ENV, CUL
Period 7: America the Global Power: Part 1 (1890-1945)
Social Issues of Progressive America
Overseas Expansion
The 1920s: Boom & Bust
The 1930s: The Great Depression & The New Deal
The Great War (WWI)
World War II
Themes: ID, WXT, PEO, POL, CUL, WOR
Period 8: America the Global Power: Part 2 (1945-1980)
The Cold War
The 1950s
The “Revolution” of the 1960s and 1970s (Vietnam War, Civil Rights Movement, etc.)
Period 9: Modern America (1980-Present)
Political and economic change in the late 20th century
Social change in the late 20th century
The U.S. in the post-Cold War years
Modern dilemmas: immigration, terrorism, etc.
Themes: ID, WXT, PEO, POL, WOR, ENV, CUL
Pacing Guide
{Keep in mind that this is subject to change due to weather, unforeseen events, the amount of time needed for assignments, etc.
Additionally, you will most likely have more readings than what is listed here as I find materials that would be to your benefit}
June - August: Summer Assignments – Book Review of The Invasion Within, textbook identifications for
Chapters 1-2, quiz on Chapters 1-2, and a DBQ Core Structure Essay Outline
August 18-September 5: Early America and Colonialism (Chapters 1-5) & CREATE GRAPHIC ORGANIZERS
COMPARING COLONIAL REGIONS (CR 11)
Textbook Reading: pages 1-108 (46-108 are the only new pages you are reading; review Ch. 1-2 though)
Supplementary readings (CR 1):
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“City upon a hill” speech
Mayflower Compact
Maryland Act of Toleration
Journal article: The Birth of America: Struggling from one peril to the next, the Jamestown settlers planted
the seeds of the nation’s spirit
*NO SCHOOL SEPT. 1 [LABOR DAY]
**Quiz on Ch. 3-4 AUG. 29
***TEST ON CH. 1-5 SEPT. 5
September 8-September 30: American Revolution & The New Nation (Chapters 6-10) & MEETING OF THE
MINDS PAPER AND ROLE-PLAY DISCUSSION (CR 3)
Textbook Reading: pages 109-221
Supplementary readings (CR 1):
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Proclamation of 1763
“Join or Die”
Common Sense
Declaration of Independence
Articles of Confederation
Northwest Ordinances (1785 & 1787)
Excerpts from The Constitution
Washington’s Farewell Address
Excerpts from The Federalist Papers
*Quiz on Ch. 6-7 SEPT. 16
**Quiz on Ch. 8-9 SEPT. 25
***TEST ON CH. 6-10 SEPT. 30
October 1-October 28: Jeffersonian Republic, War of 1812, Nationalism, Jacksonian Democracy, National
Economy & Early Reform Movements (Chapters 11-15)
Textbook Reading: pages 224-366
Supplementary readings (CR 1):
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
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Journal Article: The Revolution of 1800
Factory Rules from the Handbook to Lowell (1848)
Excerpts from Supreme Court case rulings: Marbury v. Madison, McCulloch v. Maryland, Dartmouth
College v. Woodward, Gibbons v. Ogden, Worcester v. Georgia
Declaration of Rights and Sentiments
Excerpt from Narrative of the Life of Frederick Douglass and Incidents in the Life of a Slave Girl
*NO SCHOOL OCT. 6 AND OCT. 24 [TEACHER WORKDAYS]
**Quiz on Ch. 11-12 OCT. 10
***Quiz on Ch. 13-14 OCT. 21
****TEST ON CH. 11-15 OCT. 28
October 29-November 19: Manifest Destiny, Mexican-American War, Causes of the Civil War (Chapters 16-19)
and BEGIN 17-Step DBQ Essay in response to 2006 DBQ Essay Prompt (CR 5, 12) & DEBATE OVER
CONDITIONS OF SLAVERY USING PERSONAL ACCOUNTS AND UNCLE TOM’S CABIN (CR 13a)
Textbook Reading: pages 372-459
Supplementary readings (CR 1):
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John O’Sullivan’s “manifest destiny” article (1845)
Chief Seattle’s speech about the differences between whites and Native Americans (1854)
Maps that display territorial changes in the U.S. from 1789-1854
Excerpts from The Liberator and Uncle Tom’s Cabin
Excerpt from Supreme Court case: Dred Scott v. Sandford
Excerpts from Latin America and the United States
*Quiz on Ch. 16-17 NOV. 6
**TEST ON Ch. 16-19 NOV. 19
November 20-December 12: The Civil War and Reconstruction (Chapters 20-22) & ANALYSIS OF CIVIL
WAR/RECONSTRUCTION DOCUMENTS (CR 7) & COMPLETE 17-STEP DBQ ESSAY (CR 5, 12)
Textbook Reading: pages 462-533
Supplementary readings (CR 1):
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Emancipation Proclamation
Gettysburg Address
Records from the Freedmen’s Bureau
13th, 14th, and 15th Amendments
Letter from a Freedman to his Old Master, 1865
*NO SCHOOL NOV. 26-28 [THANKSGIVING]
**Quiz on Ch. 20-21 DEC. 4
*** TEST ON Ch. 20-22 DEC. 12
December 15-January 23: The Gilded Age, Industrialization, Urbanization (Chapters 23-25) & RESEARCH
PAPER ON GILDED AGE TOPIC OF CHOICE (CR 3, 5, 12) & DEBATE OVER SIMILARITIES AND
DIFFERENCES BETWEEN ISSUES CONCERNING 19TH AND 21ST CENTURY IMMIGRATION (CR 13b) &
MIDTERM EXAM
Textbook Reading: pages 538-631
Supplementary readings (CR 1):
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Excerpt from The Gospel of Wealth
Journal Article: The Truth About the “Robber Barons”
Excerpt from Supreme Court case rulings: Plessy v. Ferguson, Wabash v. Illinois
Excerpt from Horatio Alger’s Strive and Succeed
*NO SCHOOL JAN. 15-16 [TEACHER WORKDAYS]
**Quiz on Ch. 23 DEC. 18
***Quiz on Ch. 24 JAN. 8
****MIDTERM on JAN. 13/14
*****TEST ON Ch. 23-25 JAN. 23
January 26-February 12: The American West, Imperialism and Progressivism (Chapters 26-29) & REFORM
MOVEMENTS COMPARISON w/ CAUSE & EFFECT (EARLY 1800’s VS. LATE 1800’s/EARLY 1900’s) (CR 7, 8,
9, 11)
Textbook Reading: pages 633-743
Supplementary readings (CR 1):
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Turner’s Frontier Thesis
“Cross of Gold” speech
Journal Article: The Economics of American Farm Unrest, 1865-1900
The Wizard of Oz: Parable on Populism
Journal Article: The Anti-Imperialist League and the Battle Against Empire
Excerpts from The Jungle and How the Other Half Lives
*Quiz on Ch. 26-27 FEB. 3
**Quiz on Ch. 28 FEB. 6
***TEST ON Ch. 26-29 FEB. 12
February 13-March 17: WWI, Roaring Twenties, Great Depression, WWII (Chapters 30-35) & COMPARING
HISTORIOGRAPHY ASSIGNMENT (CR 6)
Textbook Reading: pages 746-904
Supplementary readings (CR 1):
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Fourteen Points
Rugged Individualism
Excerpts from Supreme Court case rulings: Schenck v. U.S. & Korematsu v. U.S.
Journal Article: One Hundred Percent American
*NO SCHOOL FEB. 16 [TEACHER WORKDAY]
**Quiz on Ch. 30-32 FEB. 27
***Quiz on Ch. 33-34 MAR. 9
****TEST ON Ch. 30-35 MAR. 17
March 18-April 24: Cold War, Civil Rights, Vietnam War, social and economic changes in 2nd half of 20th century
(Chapters 36-42), WAR PROJECT with music, literature, and film analysis (CR 7, 12)
Textbook Reading: 910-1107
Supplementary readings (CR 1):
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Truman Doctrine
Article: “When America Was Rocked”
Excerpts from Supreme Court Case rulings: Brown v. Board of Education, Miranda v. Arizona, Roe v. Wade
*NO SCHOOL MARCH 30-APRIL 3 [SPRING BREAK]
**Quiz on Ch. 36-37 MAR. 27
***Quiz on Ch. 38-39 APR. 14
****TEST ON Ch. 36-42 APR. 24
April 27-May 7: Review all AP U.S. History material using study guides and review books in order to prepare for
the SOL and the AP U.S. History exam
****AP EXAM ON FRIDAY, MAY 8 ****
May 11-June 5: Final Project: 12 Days That Changed America [students will create written arguments and a
presentation of the 12 days/events that had the greatest impact on the U.S., focusing on the #1 day that
was the most important turning point in American history (CR 10, 12)] and Review for SOL Test
*NO SCHOOL MAY 25 [MEMORIAL DAY]
LAST DAY OF SCHOOL: JUNE 5
Summer Assignments
Course Recommendations
It is my recommendation that students not take this course unless they have maintained at least an Ain their Social Studies and English classes during their time at Wilson thus far. This course involves a lot of
critical reading and writing – it is not just memorizing historical facts. Students should be prepared to critically
read and analyze texts and prompts, to answer questions about them, and to formulate well-written arguments
in essay format.
Also, it is my recommendation that students spend at least an hour to two hours on work for this class
every night. It would serve students very well to read through every single chapter in the textbook since we do
not cover everything in class. Students will be expected to take ownership for their learning and work
independently.
Summer Assignments
The summer assignments are mandatory pre-requisites to taking this course in the Fall; therefore,
students must be able to complete each assignment by the set due dates and meet minimum score criteria in
order to secure their enrollment for the upcoming school year.
There are four assignments that you must complete over the summer in order to prepare yourself for this
course. Assignments must be submitted no later than their deadlines. If you do not submit an assignment, then
you will be dropped from the course and must switch into a regular U.S. History class. If you submit an
assignment 1 day late, then the maximum score you can earn is 70%. After 1 day past the deadline, I will not
accept assignments. You may always submit assignments early.
Assignment #1 - Historical Book Review
A book review is not the same thing as a book report. Historians frequently write book reviews in order to
describe the book’s value toward the pursuit of studying and analyzing history. When writing a book review you
are to summarize the content of the book, but most importantly, you are to assess its strengths and
weaknesses. You must make clear to the reader whether or not this book is a valuable tool for studying and
analyzing its described topic. You are inserting your opinion into this review, but do not write, “I think this book
is interesting.” Instead, write, “This book is very interesting because…” You must explain why the book is
interesting or why you liked or disliked the book. For example, did you like the book because you appreciated
the author’s fresh point of view? Did you find the book unconvincing because the author did not supply enough
evidence to support his or her assertions? You must support all assertions that you make in your book review
with evidence from the text.
In order to write an effective book review, you must read the book carefully and critically. As a critical
reader you should ask questions of the book and note reactions as you read. I recommend keeping a journal close
by as you read and make notations of sections that you found interesting, puzzling, well-analyzed, etc. (Always
write down page numbers in your notes, this makes it much easier to reference the book when you are writing
your review).
Your book review should include the following elements:
•
Summarize the book and explain the author’s main idea, or thesis. (Early in the paper, usually in the first
or second paragraph, you should identify the author briefly and give a sentence or two about his/her
background.)
•
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•
•
•
Describe the author’s viewpoint and purpose for writing; note any aspects of the author’s background
that are important for understanding the book.
Formulate a thesis about the worth/importance/validity of the book and support your thesis with
evidence; the rest of your review should be structured around your thesis
Note the most important evidence and describe how he/she deals with counter evidence
Is the book’s argument convincing? If so, why? If not, why not? Cite examples from the text.
Compare this book with other reputable scholarly books or articles (not historical fiction and not
magazine articles) you have read on the same subject. **This is NOT a required component, but it will
strengthen your review and possibly help you earn some extra points
NOTE: Being “critical” does not mean being negative; being “skeptical” does not mean being cynical. If a book is
well written and presents an original thesis supported by convincing evidence, say so. A good book review does
not have to be negative, but it does have to be fair and analytical.
Requirements:
• MLA formatting (including in-text citations)
• Typed, 2-3 pages, double spaced
• 12 pt. font for ALL text, including the heading and title
• Heading on the TOP, LEFT hand side of the first page that includes your first and last name, course title
(APUSH), and the date on which you submit the assignment
• Page number in the top right hand corner of all pages
• An original title for your review in the top, center of the page, beneath your heading
• Proper grammar, spelling, word usage, style of writing, and flow will be part of your final grade, in addition to
your knowledge of the subject and your critical analysis
• Works Cited page that follows MLA guidelines. This is a separate page at the end of the document. Make sure
you cite the book you read and any additional sources that you consulted. You can find help with MLA style here
https://owl.english.purdue.edu/owl/resource/747/01/
You must read The Invasion Within: The Contest of Cultures in Colonial North America by James Axtell.
You may purchase a used copy through Amazon for a very low price, however, be mindful that it may take up to
2 weeks for the book to arrive. My advice would be to choose a seller that lives in Virginia or in a state nearby.
Your book will arrive much faster if it’s coming from Ohio rather than California.
Your book review is due, delivered to my classroom or placed in my box at WMHS, by Thursday, June 19
between 10 a.m. and 12 p.m.
Assignment #2 - Textbook Responses
The textbook for this course is the 14th edition of David M. Kennedy’s (2010) The American Pageant (AP Edition).
You will be given a class copy of this text. You must take care of this book, which means no highlighting,
underlining, or writing in it. If the book is damaged or lost, you will be required to purchase a new one.
You will be responsible for reading Chapters 1-2 of the textbook and taking notes. Also, you will write 1-3
sentences summarizing the most important information (what it is, its causes, it effects, etc.) about
each of the following within the context of the time period:
Chapter 1
•
•
•
•
•
•
•
•
•
•
•
•
Incas
Aztecs
Pueblo
Cahokia
Three-sister farming
Plantation system
Columbian exchange
Treaty of Tordesillas
Conquistadores
Capitalism
Encomienda system
Pope’s Rebellion
Chapter 2
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Protestant Reformation
Sir Walter Raleigh
Spanish Armada
Primogeniture
Joint-stock company
Virginia Company of London
Jamestown
First Anglo-Powhatan War
Second Anglo-Powhatan War
Virginia colony
Maryland colony
Maryland Act of Toleration
Barbados slave code
Tuscarora War
Georgia colony
Plantation colonies
The sentences for Chapters 1-2 are due on Monday, July 21 and you will also take a quiz that day on those
chapters. Please come to school between 10 a.m. and 12 p.m. to do so.
After you have taken the quiz, I will give you a DBQ Essay Core Structure that will need to be submitted by
Monday, August 11 by 3 p.m. If you do not maintain at least a C average on the summer assignments, then you
will need to drop the course.
Parent/Guardian Agreement Form
I, ________________________________________________________ have read and understand the
pre-requisite requirements for AP U.S. History. If my child does not meet the minimum grade
requirements on the summer assignments, I give my consent to have him or her placed in a
different U.S. History course. I also understand that this class will be much more difficult than
any other class my child has taken prior to this and I will do my best to encourage my child to
take ownership of the course work.
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Parent/Guardian Signature
Date