APUSH Advanced Placement United States History Summer Assignment Rationale: It is essential that college-bound students learn to interact with text in a positive and productive manner. Learning to identify key information in a text is a skill that will serve any student of the social studies for years to come. Over the course of this year you will become an expert at reading many pages of text and organizing key information into an outline format of your choosing. Moreover, the AP US History exam is incredibly thorough, and students are often tested on both popular and obscure knowledge of U.S. History. Since it is logistically impossible for your instructor to teach you all of the material you will need to know to do well on the test, it is essential that you carefully read your entire textbook over the course of the year. Therefore, you will create outlines and notes on every chapter. If you have poor handwriting you need to work on that problem during this course. I cannot grade what I cannot read. Summer Task: Complete the attached assignments prior to the beginning of the school year. Your outlines may be created in any format you choose, but they must cover all of the important names, terms, and guiding questions provided on the last page of this assignment. I recommend using either a Harvard Outline or Cornell Notes; you are encouraged to find your own style for note taking. Whatever works best for you is the best choice. Here are some examples from CORNELL NOTES: “HARVARD”OUTLINE: I. Article Reading: Why Study History? By Peter Sterns (http://www.historians.org/pubs/free/WhyStudyHistory.htm) What are a few of the reasons Peter Sterns says we should study history? What are some of the reasons you think we should study history? Read: Zinn (A People’s History) Chapter 1- pages 8-12 Discuss Zinn’s view of history define it. Purpose of the book, agree/disagree at least two examples Who controls history? Why? II. Geography Assignment: Map test: political and geographic features of the United States The Geography test will be the second day of school. See list. 13 original colonies Washington D. C. 50 states and capitals Appalachian Mts. Rocky Mts. Mississippi River Great Lakes III. Book Assignment: Out of Many, Faragher, Buhle, Czitrom, and Armitage (Revised 6th ed.) Answers should be written or typed and handed in on the first day of class. Chapter 1: A Continent of Villages to 1500 Complete the following exercises in order as you read the chapter. Section 1: American Communities The introduction to each chapter in your textbook highlights the experience of a diverse community of Americans in the unfolding story of our country. The stories of these communities offer a way of examining the complex historical forces shaping people’s lives at various moments in our past. Through these communities you will learn about the persistent tensions between everyday life and those larger decisions and events that continually reshape the circumstances of local life that are discussed in the chapter. As you read the introduction to chapter 1, complete the concept web below to summarize the story of Cahokia, introduced as an example of the sophisticated cultures developed by Indian peoples before the arrival of Europeans. Section 2: Settling the Continent List the evidence for the hypothesis that the Americas were settled by migrants from Asia. Clovis: The First American Technology 1. 2. 3. 4. Section 3: New Ways of Living on the Land Focus Question: In what regions of North America were each of these traditions most prevalent? Hunting Tradition Desert Culture Forest Efficiency Define the concept of “forest efficiency.” How does it help to illuminate the major development of the Archaic period? Using the information in your chart, write a brief response to the Focus Question. Section 4: The Development of Farming Focus Question: Why did the development of farming lead to increasing social complexity? Discuss the reasons why organized political activity began in farming societies. Development of Agriculture Four farming systems developed at the end of the Stone Age. Effect on American Indians Section 5: The Development of Farming After reading this section of your textbook, complete the concept web. Summarize why some Indians groups resisted the transition toward agricultural societies and economies? Section 6: Cultural Regions of North America on the Eve of Colonization Culture Area Characteristics What factors led to the organization of the Iroquois Confederacy? Chapter 2: When Worlds Collide, 1492-1590 Section 1: American Communities As you read the introduction to Chapter 2, complete the concept web below to summarize the main ideas about the English and Algonquin’s at Roanoke, which illustrates how European imperialist goals created conflicts with Indians. Section 2: The Expansion of Europe As you read this section, fill in the following chart to describe Europe before and after 1400. Economy Society Politics Map Assignment Chapter 2 Pacific Ocean Newfoundland South America Atlantic Ocean Labrador Europe Indian Ocean Greenland Africa Caribbean Sea Iceland England Gulf of Mexico Cuba France Cape of Good Hope Nova Scotia Spain Hudson Bay Hispanola Portugal Cape Horn North America India Draw and label the line of demarcation Locate the following with a dot; Mexico City, Havana, Lima, Panama City, Santa Fe, St. Augustine Draw in and label the exploration of Dias, Magellan, Cabot, Verrazzano, Coronado, de Soto, La Salle Label predominant Native American regional groups in North America at the time of the initial European contact. Section 3: The Expansion of Europe As you read this section, complete the following chart to identify the main ideas about Columbus’s voyages. Columbus’s Voyage Section 4: The Spanish in the Americas As you read this section, complete the flow chart below with the effects of the arrival of the European in the Americas. Focus Question: How did European exploration affects the Americas? Define a “frontier of inclusion.” In what ways does this description apply to the Spanish empire in the Americas? Section 7: Northern Exploration and Encounters As you read this section in your textbook, fill in the Venn diagram below comparing Spanish America and French America. Focus Question: How did France’s American colonies differ from Spain’s American colonies? In what ways did colonial contact in the Northeast differ from contacts in the Caribbean and Mexico? Section 8: Northern Explorations and Encounters As you read this section in your textbook, outline the sixteenth-century England and motivations for English movement across the Atlantic and early efforts in the Americas. In what ways might the English experience in Ireland have shaped expectations about American colonization? Chapter 2 Continued Finish chapter one in Zinn, this corresponds with chapter 2 of your text. Compare the text and Zinn (create a t-chart) concerning the treatment of native people by the English and Spanish. III. Read Chapter 3 in Out of Many, and create a chart which includes information relating to the following topics for each of the original thirteen colonies: A. Colony name and date founded B. Colony founder or leaders C. Motive for colonization in the New World D. Description of Economic System E. Description of Political Structure F. Relationship with the Native Americans G. Significant historical events before 1701 * All vocabulary words should show up in the chart. Chapter 3: Vocabulary Proprietary Colonies Beaver Wars House of Burgesses Indentured Servants Puritans Pilgrims Separatists Quakers Pequot War Bacon’s Rebellion King Phillip’s War Virginia Company Mayflower Compact Massachusetts Bay Company Great Migration Covenant Chain Culpeper’s Rebellion KingWilliam’sWar Map Assignment Chapter 3 Draw bold boundary lines to indicate territories claimed by the British, French, Dutch, Portuguese, and Spanish. (1700) Create a key for the map labeling the imperial claims in 1700. Locate with a dot then identify providing an origination date: Jamestown Sault St. Marie Buenos Aires Belize San Paulo St. Augustine Jamaica Mexico City Santa Fe Surinam Lima Locate: Hudson Bay grant New Netherlands, New France, New Spain, Peru Brazil Atlantic Ocean Pacific Ocean Regional Divisions of the country (i.e. Midwest) IV. Read and note take on Chapter 4: Slavery and Empire, 1441-1770 Complete the following activities as you read the chapter. Section 1: American Communities As you read the introduction to Chapter 4, complete the concept web below to summarize the main ideas about the African community in coastal Georgia which illustrates how slaves had become in the words of one contemporary, “nation within a nation.” Map Assignment Chapter 4: On the provided maps locate the following: North America Liberia Sahara Desert The West Indies Ivory Coast Gulf of Guinea Brazil Ghana Niger River New Spain Nigeria Grain, Gold, and Slave Africa Senegal Madeira island Benin Coasts Draw a light line boundaries to show the West African cultures of Ashanti, Yoruba, Ibo, Mandinkae, Mossi, and Housa. Interpreting the Map 1. Why might the Portuguese have dominated the early African slave trade? 2. What facts help explain why the Atlantic slave trade changes from a small trickle to a major population shift after 1600? What other reasons might have caused some of the ebbs and flows in the slave trade? Section 2: The Beginnings of Slavery Focus Question: What was life like in West Africa before the age of European exploration? Using the information in your concept web, write a brief answer to the Focus Question. Section 2: The African Slave Trade Outline the details of the Middle Passage and arrival of slave ships in America. Pre 1600 Section 4: The Development of North America Slave Societies As you read this section of your textbook, complete the timeline below identifying some of the events in the development of race-based slavery in British North America. 1610 1620 1630 1640 1650 1660 1670 1680 1690 1700 Section 5: The Development of North America Slave Societies As you read this section of your textbook, take notes identifying details of slavery in the colonies. Focus Question: How did slavery in the North differ from slavery in the South? Describe the process of acculturation involved in becoming an African American. In what ways did slaves “Africanize” the South? 1710 Slavery and Empire As you read this section of your textbook, summarize how slavery contributed to the economic success of British North America. In what ways did colonial policy encourage the growth of racism? Read Zinn chapter 2 Create a list of “slave codes”. Give the page number and colony. Any examples of racist laws? Why do you think Zinn points out resistance? VI. Founding Brothers: The Revolutionary Generation by Joseph Ellis—You will need to purchase this book. Founding Brothers is a collection of stories that will provide knowledge of the important figures and context for studying the events that influence the development the United States of America. This book will be due approximately week three of class. Reading Questions. Review the attached questions before reading each chapter. Answers should be written or typed. Due date TBA If you have any questions about the above assignments please email at pipmar@easttroy.k12.wi.us Preface: The Generation 1. According to Ellis’s preface, what is so phenomenal about the founding of the United States? 2. What is the paradox of the revolutionary era? 3. What are the criticisms of the Constitutional Convention? 4. What were the liabilities of the United States that made it difficult to build a nation? Chapter 1: The Duel 1. According to Ellis’s explanation, why did Hamilton and Burr duel in the first place? 2. Once of the themes that we will be following throughout the text is the issue of character. How does the duel between Burr and Hamilton relate to the issue of character? Chapter 2: The Dinner 1. What were the two issues at stake in this chapter? 2. What were the obstacles of each issue/ 3. What role did Madison play? Hamilton? Jefferson? 4. How does the Compromise of 1790 illustrate the disagreements among the leaders of the revolutionary era? Chapter 3: The Silence 1. What were some of the initial arguments made for the prohibition of slavery (in spite of the ban on Congressional discussion until 1808)? 2.Why do you think this chapter is entitled “The Silence”? 3. What made the abolition of slavery very unlikely at this time? Give four specific reasons. Chapter 4: The Farewell 1. One of the themes of Founding Brothers is that of “character.” Along these same lines, what was so extraordinary about George Washington? Include not only his political accomplishments, but also what the chapter says about his character. 2. What were some of the main points that Washington wanted to make in his Farewell Address? 3. What does Ellis say about Jefferson’s reaction to Washington’s position? Chapter 5: The Collaborators 1. Who was the “odd couple” of the revolution? 2. What problems did Adams face in his presidency? 3. What were the Alien and Sedition Acts? 4. What were the Virginia and Kentucky Resolutions? 5. How did Jefferson’s views on the French Revolution change? Chapter 6: The Friendship 1. Contrast the final thoughts of Jefferson and Adams on the Revolution. Which one does Ellis state is in our history books? 2. When did Jefferson and Adams die? Why is this so appropriate? If you have any questions about the above assignments please email at pipmar@easttroy.k12.wi.us You may want purchase an AP US History Exam Prep book to help study throughout the year. There are many available. The two most popular with students have been REA and 5 Steps to a 5. OPTIONAL ASSIGNMENT: Purchase and organize a three-ring binder. Rationale: It is essential that every student learn good organization techniques for success. We recognize that it is more than a little weird to ask students to organize their notes, papers, etc. in a specific fashion. However, we believe that this system will not only help you stay organized but also help us to grade faster and better prepare you for the AP exam. Grading outlines, for example, will no longer require the turning in of the entire notebook, but only a section of loose-leaf paper from the binder. Also, having a location where all returned papers and major assignments are kept will allow students to review their work while reviewing for exams.