apush - East Troy Community School District

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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
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Forest Efficiency
Define the concept of “forest
efficiency.” How does it help to
illuminate the major development of
the Archaic period?
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

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
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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
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
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
Map Assignment Chapter 2
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Pacific Ocean
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Newfoundland
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South America
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Atlantic Ocean
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Labrador
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Europe
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Indian Ocean
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Greenland
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Africa
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Caribbean Sea
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Iceland
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England
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Gulf of Mexico
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Cuba
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France
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Cape of Good Hope
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Nova Scotia
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Spain
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Hudson Bay
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Hispanola
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Portugal
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Cape Horn
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North America
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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:
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Jamestown
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Sault St. Marie
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Buenos Aires
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Belize
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San Paulo
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St. Augustine
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Jamaica
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Mexico City
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Santa Fe
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Surinam
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Lima
Locate:
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Hudson Bay grant
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New Netherlands,
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New France,
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New Spain,
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Peru
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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:
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North America
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Liberia
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Sahara Desert
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The West Indies
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Ivory Coast
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Gulf of Guinea
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Brazil
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Ghana
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Niger River
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New Spain
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Nigeria
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Grain, Gold, and Slave
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Africa
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Senegal
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Madeira island
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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.
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Any examples of racist laws?
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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.
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