APUSH HOMEWORK
Expectations for Cornell Notes
1. Preview the terms listed under the blue Identifications heading found at the
end of the chapter
2. Create a T chart in your notebook. The left column may be slightly wider
than the right column
3. Take outline notes on the right side of the T chart
4. After completing your outline, highlight all of the terms listed in the
identifications section. If you are taking effective notes, this term is likely
already accompanied by a definition.
5. On the left side of the T chart, write the term and its significance as it
corresponds to an APUSH theme
a. Identity (ID) Does this term explain how various identities, cultures, and
values have been preserved or changed? Does this term explain the
formation of a cohesive American identity? Does this term explain a subidentity specific to gender, class, racial or ethnic identities?
b. Work, Exchange, Technology (WXT) Does this term explain the
development of the American economy based on agriculture, commerce, or
manufacturing? Does this term explain a development in labor systems,
technological innovation, or government policy? Does this term explain the
lives of working people and the relationships among social classes?
c. Peopling (PEO) Does this term explain why or how various people moved
to, from, and within the US and adapted to their new social and physical
environments? Does this term explain how newcomers transformed North
America?
d. Politics and Power (POL) Does this term explain an ongoing debate over
the role of the state in society – big government vs little government? Does
this term address mechanisms for creating, implementing, or limiting
participation in the political process?
e. America in the World (WOR) Does this term explain the global context in
which the US originated and developed? Does this term explain a significant
person, state, organization, or company’s competition for territory or
resources? Does this term explain how military actions have affected the
rest of the world as well as social issues within the US itself?
f. Environment and Geography (ENV) Does this term explain the role of
environment, geography, and climate in constraining and shaping human
actions? Does this term explain human efforts to interpret, preserve,
manage, or exploit natural resources and man-made environments?
g. Ideas, Beliefs, and Culture (CUL) Does this term explain the roles that
ideas, beliefs, social mores, and creative expression have played in shaping
the US? Does this term examine the development of aesthetic, moral,
religious, scientific, or philosophical principles?
APUSH Schedule of Homework for 2014-2015
Due
Date
9/2
(tues)
9/5
(fri)
Chapter
Debate Question
Evidence Flowchart
Ch 1
and 2
Ch. 1: Assess the validity of the following statement by historian David E. Stannard:
“Columbus, and the explorers and settlers that followed, were [primarily] religious fanatics
obsessed with the conversion, conquest, or liquidation of all non-Christians.”
Evaluate the following statement: The Puritans had a positive impact on the development of
9/9
Ch 3
individualism. (Support, Refute, or Modify the statement).
(tues)
AND
The colonists’ accounts of Metacom’s War (King Philip’s War) composed during and after
that brutal conflict were written primarily for what audience: God, Posterity, or England?
9/12 – Test on Chapters 1-3
Assess the validity of the following statement: “By 1763 (the end of the French and Indian
9/16
Ch 4
War) the British Colonies in North America had created a separate identity as Americans.
(tues)
Was the American Revolution driven primarily a defense of ideals and principles (i.e. a
9/23
Ch 5
political and intellectual) or by a concern over materials interests (i.e. a social and
(tues)
economic)?
Evaluate whether the Articles of Confederation or the U.S. Constitution (of 1787 without
9/30
Ch 6
the Bill of Rights) best fulfilled the principles for which the Revolutionary War was fought.
(tues)
10/3 – Test on Chapters 4-6
Which political party had a better vision and political platform to lead the nation during the
10/7
Ch 7
period 1791 to 1820 (the Missouri Compromise): the Federalists (led by Hamilton) or the
(tues)
Democratic-Republications (led by Jefferson)?
Assess the following statement: The Market Revolution had a positive impact on America.
10/14 Ch 8*
(tues)
and 10* Confine your response to the years 1700 to 1850.
Assess the following statement by Professor James Oliver Horton:
10/21 Ch 9*
(tues)
and 10* “Slavery was no side show in American history, it was the main event.”
Confine your response to the years 1619-1831.
10/24 – Test on Chapters 7-10
Was President Andrew Jackson primarily concerned with promoting the interests of the
10/28 Ch 11
“common man” or with defending slavery and white supremacy?
(tues)
Were social reformers of the period 1820-1860 primarily motivated by idealistic
11/5
Ch 12
humanitarian concerns or by bigotry and a self-serving interest to control certain segments
(wed)
of society? - religious fervor to save others’ souls
Evaluate the following statement: Slavery was the primary motivating force and concern
11/11 Ch 13
behind U.S. dealings with Texas and Mexico. Confine your response to the years 1821 to
(tues)
1852.
OR
It’s May 13, 1846 and you’re a member of the U.S. Congress. Would you for a declaration
of war against Mexico? Why or why not?
11/14 – Test on Chapters 11-13
11/19 and 11/20 – Cumulative Final Exam