Advanced Placement United States History Summer Reading Assignment Contact Allison Elledge (elledgea@flaglerschools.com) with questions regarding this assignment. Link to an electronic copy of the Enduring Vision textbook: https://sites.google.com/a/voyageracademy.net/apush/textbook-the-enduring-vision Dear Students and Parents: Students and parents who are looking forward to the Advanced Placement U.S. History class should think ahead about the goals and challenges of the course. Please remember that it is a COLLEGE level class, and expectations are higher than for other high school courses. Students are expected to accept responsibility for completing assignments independently, and to come to class prepared to contribute. Goals of the class include the following: A. Understanding of American history from pre-columbian times to the present B. Development of skills in evaluating historical materials, both primary and secondary C. Improvement of skills in test taking and essay-writing D. Development of ability to see history in the context of politics, world events, and economic and social changes. Required activities include the following: Reading - Students will complete independent reading assignments in text and in supplementary books, including summer reading. Most students will need to spend at least two hours out of class studying for each class period of 90 minutes. A non-fiction historical novel will also be required reading during the year. Essay writing - Students will write IN CLASS for about 60 minutes, at least once per week during each 9 weeks. Writing in class is planned to help students learn to organize ideas and express thoughts clearly within a time limit. Some essays will be document-based questions (DBQ's), which will involve reading and evaluating primary sources. Others are essays or short answer questions. Participation in class discussion - All students will have opportunity for class leadership through presentations, debates, role-playing, and various group assignments. Preparation for frequent multiple-choice quizzes - Practice with tough multiple-choice questions will help students prepare for the AP exam and for other standardized tests. The AP Exam The exam is given in May by the College Board, and offers students the opportunity to earn college credit for what they have learned. Not all colleges accept AP credits, but most colleges do give favorable consideration to student applicants who have succeeded in AP classes. The exam is REQUIRED of all students in AP classes. Because this class is taught and graded on the college level, most students will find that it is harder to make A's. The final grade is slightly weighted in figuring the students' GPA.
Work Habits - It is extremely important that students have good attendance; work goes on every day, and prompt make up work is necessary so that students do not fall behind. AP History Summer Assignment: Due August 10, 2016. 1. Read chapters 1-4 in Boyers, et al, Enduring Vision. 2. Complete chapter outlines for these chapters. 3. Be prepared for a test on these chapters 1-3 at the end of the second week of school. 4. Complete identifications for chapters 1-4. The identifications should focus on who or what, when, where, and why significant. 5. Complete the short answer questions for chapters 1-4. Answers should show some depth of understanding through analysis. 6. Complete primary source assignment. 7. Become familiar with the geography of the United States before. You will complete a geography assignment the first week of class. Chapter Outlines - You may use either a standard outline format or Cornell notes. These should be handwritten in blue or black ink and should be no more or less than 5 pages in length. Keep a dictionary at hand when reading your AP textbook. You will encounter sophisticated vocabulary, so take the time to learn these new words now. Identifications and Short Answer Questions - When completing identification terms (IDs), students are required to address two parts: the identification and the significance. You must use complete sentences. Identification: Who or what is this? When and where did it occur/live? When answering the ID portion of the question, look for the hard facts. Usually this comes straight out of the reading. Significance: Why is this important in its historical context? Why study this? Who cares> When answering the significance portion of the question, you are doing historical interpretation. You are providing the critical thinking. Your answer is not wrong if it is relevant and well thought out. Here is an example (use complete sentences) Pueblos: ID: These are elaborate multi-room stone dwellings built by Pueblo natives, such as the Hokohams, Mongollons, and Anasazis in the American southwest around 1000 ce. SIG: They provide evidence of civilization in North America before the arrival of Europeans. Identifications are organized according to AP time periods, rather than book chapters. Pay attention to the Key Concepts.
Pre-history/Period 1 (1491-1607) Key Concept 1.1: As native populations migrated and settled across the vast expanse of North America over time, they developed distinct and increasingly complex societies by adapting to and transforming their diverse environments. Key Concept 1.2: Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange and significant social, cultural, and political changes on both sides of the Atlantic Ocean. New World Pangaea and continental drift Precambrian era Paleozoic era Mesozoic era Ice Age Continental Divide Breadbasket, "dust bowl" fall line continental shelf Grand Banks League of the Iroquois Paleo-Indians Archaic peoples chiefdoms conquistadores Hohokam culture Anasazi and Pueblo cultures Chaco Canyon Poverty Point, mound-building culture, and Adena culture Hopewell and Mississippian cultures Eastern Woodlands peoples Cahokia nuclear families versus extended families manitou vision quests and the Sun Dance "Crusades" versus jihad English "Poor Laws" enclose (enclosure movement) joint-stock company indulgences, Martin Luther, and the Protestant Reformation John Calvin and the doctrine of predestination Counter-Reformation Separatists, Puritans, and Anglicans conversion experience Prince Henry the Navigator Vasco da Gama Treaty of Tordesillas John Cabot Vasco Núñez de Balboa Ferdinand Magellan Northwest Passage conquistadores and encomiendas Hernán Cortés and Francisco Pizarro Juan de Oñate, Ácoma, and New Mexico Samuel de Champlain Spanish Armada, 1588 lost colony of Roanoke Virginia Company of London Captain John Smith John Rolfe and Pocahontas headrights Thomas Weston, Pilgrims, and Plymouth Mayflower Compact Period 2 (1607-1754) Key Concept 2.1: Europeans developed a variety of colonization and migration patterns, influenced by different imperial goals, cultures, and the varied North American environments where they settled, and they competed with each other and American Indians for resources. Key Concept 2.2: The British colonies participated in political, social, cultural, and economic exchanges with Great Britain that encouraged both stronger bonds with Britain and resistance to Britain s control. John Winthrop and "A Model of Christian Charity" Roger Williams Anne Hutchinson and Antinomians conversion relation Massachusetts General Court New England town meeting Charles I and the English civil war
Oliver Cromwell Stuart Restoration Half-Way Covenant "praying towns," "praying Indians" King Philip's War indentured servants Virginia House of Burgesses and Royal Governor's Council Cecilius Calvert (Lord Baltimore) Maryland Act of Religious Toleration Bacon's Rebellion Anthony Ashley Cooper and John Locke Peter Stuyvesant William Penn and the Quakers coureurs de bois Popé and the Pueblo Revolt (1680) Sir Edmond Andros and the Dominion of New England the Glorious Revolution English Bill of Rights, 1689 Leisler's Rebellion John Coode King William's War and Queen Anne's War mercantilism and the Navigation Acts James Oglethorpe Francisco Menéndez Stono Rebellion King George's War Royal governors, colonial assemblies, and the Board of Trade trial of John Peter Zenger Enlightenment Benjamin Franklin American Philosophical Society Royal Society Deists Great Awakening Jonathan Edwards George Whitefield New Lights versus Old Lights The following answers should be about a paragraph in length, handwritten in blue or black ink. Chapter 1 Short Answer Questions 1. How did Native Americans view of nature and land use differ from that of Europeans in the 1500s and 1600s? 2. Although there were so many different Native American tribes with different cultures in North America, what were some of the commonalities that most of the Native American tribes held? Chapter 2 Short Answer Questions 1. Define the term Columbian Exchange and give examples of the ways in which it affected the peoples, animals, and ecology of Europe, Africa, and the Americas. 2. What were the similarities and differences between the Virginia Colony and Plymouth Colony? Chapter 3 Short Answer Questions 1. How did the Puritan ideal of the Massachusetts Bay Colony, being a City on a Hill, differ from actual events such as the Pequot War, the handling of dissenters, the HalfWay Covenant and the Salem Witch Trials? 2. Why did indentured servitude give way to racial slavery on England s plantation colonies? Why were both of these institutions less relied upon in the non-plantation colonies? Chapter 4 Short Answer Questions 1. Explain the importance of mercantilism regarding the relationship between Britain and her North American colonies.
2. Compare the achievements of France and Spain on the North American mainland to those of Britain. Primary Source Assignment For each document, answer the following: How do these documents reflect the political and religious beliefs of Puritan society? Answer the question using the HIPPO document analysis sheet. Document 1: The Mayflower Compact, 1620 Agreement Between the Settlers at New Plymouth: 1620 IN THE NAME OF GOD, AMEN. We, whose names are underwritten, the Loyal Subjects of our dread Sovereign Lord King James, by the Grace of God, of Great Britain, France, and Ireland, King, Defender of the Faith, &c. Having undertaken for the Glory of God, and Advancement of the Christian Faith, and the Honour of our King and Country, a Voyage to plant the first Colony in the northern Parts of Virginia; Do by these Presents, solemnly and mutually, in the Presence of God and one another, covenant and combine ourselves together into a civil Body Politick, for our better Ordering and Preservation, and Furtherance of the Ends aforesaid: And by Virtue hereof do enact, constitute, and frame, such just and equal Laws, Ordinances, Acts, Constitutions, and Officers, from time to time, as shall be thought most meet and convenient for the general Good of the Colony; unto which we promise all due Submission and Obedience. IN WITNESS whereof we have hereunto subscribed our names at Cape-Cod the eleventh of November, in the Reign of our Sovereign Lord King James, of England, France, and Ireland, the eighteenth, and of Scotland the fifty-fourth, Anno Domini; 1620. Mr. John Carver, Mr. William Bradford, Mr Edward Winslow, Mr. William Brewster, Isaac Allerton, Myles Standish, John Alden, John Turner, Francis Eaton, James Chilton, John Craxton, John Billington, Joses Fletcher, John Goodman, Mr. Samuel Fuller, Mr. Christopher Martin, Mr. William Mullins, Mr. William White, Mr. Richard Warren, John Howland, Mr. Steven Hopkins, Digery Priest,
Thomas Williams, Gilbert Winslow, Edmund Margesson, Peter Brown, Richard Britteridge, George Soule, Edward Tilly, John Tilly, Francis Cooke, Thomas Rogers, Thomas Tinker, John Ridgdale, Edward Fuller, Richard Clark, Richard Gardiner, Mr. John Allerton, Thomas English, Edward Doten, Edward Liester. Document 2: John Winthrop- A Model of Christian Charity, 1630 Now the only way to avoid this shipwreck, and to provide for our posterity, is to follow the counsel of Micah, to do justly, to love mercy, to walk humbly with our God. For this end, we must be knit together, in this work, as one man. We must entertain each other in brotherly affection. We must be willing to abridge ourselves of our superfluities, for the supply of others necessities. We must uphold a familiar commerce together in all meekness, gentleness, patience and liberality. We must delight in each other; make others conditions our own; rejoice together, mourn together, labor and suffer together, always having before our eyes our commission and community in the work, as members of the same body. So shall we keep the unity of the spirit in the bond of peace. The Lord will be our God, and delight to dwell among us, as His own people, and will command a blessing upon us in all our ways, so that we shall see much more of His wisdom, power, goodness and truth, than formerly we have been acquainted with. We shall find that the God of Israel is among us, when ten of us shall be able to resist a thousand of our enemies; when He shall make us a praise and glory that men shall say of succeeding plantations, "may the Lord make it like that of New England." For we must consider that we shall be as a city upon a hill. The eyes of all people are upon us. So that if we shall deal falsely with our God in this work we have undertaken, and so cause Him to withdraw His present help from us, we shall be made a story and a byword through the world. We shall open the mouths of enemies to speak evil of the ways of God, and all professors for God's sake. We shall shame the faces of many of God's worthy servants, and cause their prayers to be turned into curses upon us till we be consumed out of the good land whither we are going.
The HIPPO Document Analysis Thesis: What is the author s argument/thesis? What evidence does s/he use to support the thesis? Is it theoretical, positive (empirical, data-based), or normative? (Historical) Context: What was going on when this document was written? How does this affect the message of the author? How does this help you better understand the document? What is the controversy contemporary to the article? Intended Audience: What person or group did the author expect to inform or influence? How does this impact the authors message? Is there anything special about how the message was delivered? Point of View: Who is the author? How did the author s background (education, gender, race, class, position, experience) impact their written perspective? Purpose: Why did the author create the source? Outside Information: What specific information outside of the document (from economic theory) can you connect to the document? How does it better help you better understand the document?