AP United States History Summer Assignment

2019-2020 School Year “Why do we have to do a summer assignment?” This is a commonly asked question within educational circles and groups of local high school students. The reason is NOT because we are trying to take away from your summer and burden you with a heavy workload. You must complete a summer assignment for two reasons...First, it keeps your mind active and thinking about history when you are away from school. We want you ready to go when you return on August 1st. Second, AP US History covers our nation’s entire history from 1491- the present. That’s a lot of information to pack into the 8 months we will have together before you take the AP Exam on May 8th, 2020. We want to get a head start so we can ensure that we get through all of the required material so that you will be fully prepared for the exam!

Unless otherwise noted, your summer assignment tasks should be handwritten and submitted in a portfolio or presentation folder. At our meeting before the summer break, I will show you some examples of acceptable folders. You might have questions during the summer. If you do, please email me at my school account (jsamoy@tanq.org). I will be checking this account regularly, though it might still take a couple of days for you to get a response. You can also sign up for Remind by texting 81010 and typing in the message @samoyap19 or go to

https://www.remind.com/join/samoyap19 . You will also need to sign up for google classroom, this requires your school email address and the class code: i9uor . This entire assignment will also be available on my school webpage, should you accidentally misplace your copy.

Finally, let me say WELCOME TO AP US HISTORY! I am so excited you decided to challenge yourself and that you chose this class. You will be challenged and pushed academically, but you will also gain wonderful experience that will serve you well in future endeavors. Competitive universities look at your transcripts to see if you have challenged yourself and opted for the most rigorous course load available at your high school. Make sure to take time this summer to rest, relax, but manage your time with these assignments. We will jump right into the course when you come back in August. This is going to be a great year and I am looking forward to working with you and making this experience worthwhile.

Task #1 - B.A.G.P.I.P.E Historical Themes Beginning in the fall of 2014, the AP US History course was redesigned to focus around 7 major themes. It is essential for us to be familiar with these themes so that during the course of the year, as we study different time periods and events, we can analyze these events using the themes provided. Mastering how to manipulate American history using these historical themes, students will be able to more effectively answer objective multiple-choice questions, evaluate what events most appropriately answer a short-answer question, and synthesize specific historical individuals/events/trends/ideas to frame strong written essays. The 7 major themes are:

1. Work, Exchange, and Technology2. Identity3. Ideas, Beliefs, and Culture4. America in the World5. Environment and Geography6. Politics and Power7. Peopling

Now these can be tricky to remember, however teachers more clever than I am created a nice acronym to help us remember the 7 themes. BAGPIPE B- Belief Systems (Ideas/Ideologies, beliefs and culture)A - America in the World: Global ContextG - Geography and Environment-Physical and HumanP - Peopling: Movement/ MigrationsI - Identity: Gender, class, racial, ethnic indemnitiesP - Politics and PowerE - Exchange/trade, Work, and technologyThemes Concept Questions

Beliefs, Ideas, & Cultures

How have changes in moral, philosophical, and cultural values affected U.S. history? (CUL)

America in the World How has U.S. involvement in global conflicts set the stage for domestic social issues?) (WOR)

Geography & Environment

How did the institutions and values between the environment andAmericans shape various groups in North America?(ENV)

Peopling How have changes in migrations and population patterns affectedAmerican life? (PEO)

Identify How has the American national identity changed over time? (ID)

Politics and Power How have various groups sought to change the federalgovernment’s role in American political, social, and economic life?(POL)

Exchange/trade, Work, & Technology

How have changes in markets, transportation, and technology affected American society? (WTX)

Assignment for Task #1 1) Read the descriptions for each of the historical themes 2) Summarize what you think each theme means in your own words. (2-3 sentences explaining the

main idea behind each theme.) 3) Based on your prior knowledge about US History come up with an example to illustrate that

particular theme. a) Example: Beliefs, ideas, and culture - the Puritan’s strict religious beliefs impacted the society

they developed, and these values were used to establish the “City on a Hill”. 4) Label each section clearly. Follow the example below:

Beliefs, Ideas, and Culture Summary: write your summary here Example: write your example here

Beliefs, Ideas, and CultureThis theme explores the roles that ideas, beliefs, social mores, and creative expression have played in shaping the United States. Students should examine the development of aesthetic, moral, religious, scientific, and philosophical principles, and consider how these principles have affected individual and group actions. Students should analyze the interactions between beliefs and communities, economic values, and political movements, including attempts to change American society to align it with specific ideals. Overarching questions: You do not have to answer these!

● 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?America in the WorldIn this theme, students should focus on the global context in which the United States originated and developed, as well as the influence of the U.S. on world affairs. Students should examine how various world actors (such as people, states, organizations, and companies) have competed for the territory and resources of the North American continent, influencing the development of both American and world societies and economies. Students should also investigate how American foreign policies and military actions affected the rest of the world as well as social issues within the U.S. itself.Overarching questions: You do not have to answer these!

● How have different factors influenced U.S. military, diplomatic, and economic involvement in international affairs and foreign conflicts, both in North America and overseas?

● How have events in North America and the United States related to contemporary developments in the rest of the world?

Geography and Environment—Physical and HumanThis theme examines the role of environment, geography, and climate in both constraining and shaping human actions. Students should analyze the interaction between the environment and Americans in their efforts to survive and thrive. Students should also explore efforts to interpret, preserve, manage, or exploit natural and man-made environments, as well as the historical contexts within which interactions with the environment have taken place.Overarching questions: You do not have to answer these!

● 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?

PeoplingThis theme focuses on why and how the various people who moved to, from, and within the United States adapted to their new social and physical environments. Students examine migration across borders and long distances, including the slave trade and internal migration, and how both newcomers and indigenous inhabitants transformed North America. The theme also illustrates how people responded when “borders crossed them.” Students explore the ideas, beliefs, traditions, technologies, religions, and gender roles that migrants/immigrants and annexed peoples brought with them, and the impact these factors had on both these peoples and on U.S. society.Overarching questions: You do not have to answer these!

● Why have people migrated to, from, and within North America?● How have changes in migration and population patterns affected American life?

IdentityThis theme focuses on the formation of both American national identity and group identities in U.S. history. Students should be able to explain how various identities, cultures, and values have been preserved or changed in different contexts of U.S. history, with special attention given to the formation of gender, class, racial, and ethnic identities. Students should be able to explain how these sub-identities have interacted with each other and with larger conceptions of American national identity.Overarching Questions: You do not have to answer these!

● How and why have debates over American national identity changed over time?● How has gender, class, ethnic, religious, regional, and other group identities changed in different

eras?Politics and PowerThis theme focuses on the ongoing debates over the role of the government in society and its potential as an active agent for change. This includes mechanisms for creating, implementing, or limiting participation in the political process and the resulting social effects, as well as the changing relationships among the branches of the federal government and among national, state, and local governments. It also includes the basic principles and core political ideas of American politics developed throughout the country’s history. Students should trace efforts to define or gain access to individual rights and citizenship and survey the evolutions of tensions between liberty and authority in different periods of U.S. history.Overarching Questions: You do not have to answer these!

● How have Americans shaped, agreed on or argued over, the values that guide the political system, as well as who is a part of the political process?

● How and why have different political and social groups competed for influence over society and government in what would become the United States?

Exchange, Work, and TechnologyThis theme focuses on the development of American economies based on agriculture, commerce, and manufacturing. Students should examine ways that different economic and labor systems, technological innovations, and government policies have shaped American society. Students should explore the lives of working people and the relationships among social classes, racial and ethnic groups, and men and women, including the availability of land and labor, national and international economic developments, and the role of government support and regulation.Overarching Questions: You do not have to answer these!

● How have changes in markets, transportation, and technology affected American society from colonial times to the present day?

● How have debates over economic values and the role of government in the U.S. economy affected politics, society, the economy, and the environment?

● Why have different labor systems developed in British North America and the United States, and how have they affected U.S. society?

Task#2 APUSH Disciplinary Practices & History Reasoning Skills & TimelineThe AP US History Examination is an incredibly difficult test that is designed to assess not just the objective knowledge of various individual figures, events, ideas, and trends that make up American history, but also the set of skills students develop to use that information towards meaningful goals. AP Central divides them into practices and skills.

The practices involve the ability of students to analyze historical evidence, both primary and secondary sources. The second practice is then to use the information gathered through historical research to create a historical argument based on evidence. American history is a dense subject, and AP US History students are required to study it in-depth. This is a difficult task, and the honing of those first 2 practices will allow students the ability to recall information and apply specific evidence to address specific questions. The skills are based on what students do with historical information to develop arguments of their own. These are two of the most significant skills any high school student could master—the ability to make coherent and thoughtful arguments that can persuade others of one’s point-of-view. American history is simply the information, the evidence, and the fuel for arguments students will make throughout the school year.

Assignment for Task #2 This assignment is two fold.(1) First simply read the following hand out and annotate :(underline/highlight key

ideas and phrases, interact with text, these are suggestions for what to write in the margins, you DO NOT need to do all for each paragraph, but must write something for each section: write questions, reactions, thoughts, summaries). (a) Put your annotation in your folder, the reading is attached to the end of this

document so you can cleanly rip it out and put it in your final project folder (2) The second part of the assignment requires a little thinking and possibly research. AP

US History is divided into 9 essential time periods. These time periods will structure the course, and while I am not one to overemphasize memorization of dates, it is crucial to understand the basic time frames and be able to contextualize what happened when. For this task you must explain how historical events from different time periods represent the history reasoning skills. You need a different example for each skill, and each example has to come from a different time period.

(3) 9 time periods on the next page. Obviously, you should not use the examples they use in the reading, think outside the box!

(4) To clarify you will use each skill one time and each example must come from a different time period. You will not use all of the time periods.

(5) Here is how you should write your example: (a) Causation: Period ___ (years) explain your example here stating what the

example is and how it is an example of that skill. (1-2 sentences) (b) Comparison: Period 7 (1890-1945) - Hoover’s belief in limited

government and self reliance was contrary to Roosevelt’s plan to deal with the Great Depression. The New Deal called for immense government intervention to try and alleviate the economic woes of the country, by providing government jobs, reform, and relief for American citizens.

(c) Contextualization (d) Continuity and Change Over Time

9 Essential Periods

Task #3 - Movie Review The APUSH film review assignment is designed to supplement student knowledge of a particular historical period, person(s), event, or institution through the analysis of a related film. This is an opportunity to experience a richer encounter with history, as well as connect the rise of cinema as a prominent facet of American cultural history. Films provide viewers a unique insight to events that we may never have the opportunity to experience.

For the film reviews, students are responsible for critically viewing the work, evaluating historical accuracy, and writing an overall evaluation following the guidelines provided. Please note some of the films are rated “R.” You must have parental consent prior to viewing. “R” ratings are primarily for language and/or violence. Students must view a film you have not seen before, as the whole purpose of this assignment is to expand your historical background knowledge, now clearly this is based on the honor system so don’t LIE. Also, for variety only one person can view a film so you will call “dibs” on a film in the comment section of the google classroom. If you have a film, or even a TV show, in mind that is not on the list, but falls into one of the time periods and fits the criteria for the assignment, you can email me for confirmation and I can add it to the list for the future! :) This assignment will be submitted through turnitin.com . Go to turnitin.com Class Name: APUSH Summer 2019Class Number: 21117253Enrollment password: 1234Important note of writing: the reader understands you are writing this review; therefore, do NOT use 1st or 2nd person personal pronouns (I, me, us, we, and you). This is a formal writing assignment—be sure to check your work for GUMS (grammar, usage, mechanics, spelling) errors.PlagiarismPlagiarism is never ok. Do NOT copy another writer’s work. All reviews are to be TYPED, single spaced, and are subject to submission to online plagiarism checkers. Students will receive a grade of 0% on work that is plagiarized, parent phone call, referral to administration.All resources must be cited, MLA formatColonial Era – Foundations of America (1492 – 1820s)John Adams (2008)—HBO series of John Adams Last of the Mohicans (1992) – French & Indian War (R)The Crucible (1996) – Salem witch trials; Puritans (PG13)Turn (2014)- TV Show Washington’s Spy Network during Revolutionary War - NetThe Patriot (2000) – Revolutionary War (R)Amistad (1997)—Trans Atlantic Slave Trade (R) (includes nudity & racial violence)Roots – Path of Diversity in AmericaJacksonian Democracy - Reconstruction (1824-1877)Birth of a Nation (2016) - Nat Turner’s Rebellion - (R)Gettysburg (1993) – decisive battle of the Civil War (PG)-LIBGlory (1989) – Civil War; African-American regiment 54th Massachusetts (R)- SSGone With the Wind (1939) – Antebellum and Civil War South (PG) -LIBFreestate of Jones (2016) - Civil War (R) - NetLincoln (2012) – President Lincoln & the Civil War (R)-SS

Immigration & American Frontier (1800s)Gangs of New York (2002) – Civil War era cities and immigrants (R)Far & Away (1992) – Immigration & Western Frontier Land Grab (PG13)An American Tail (1986) - Immigration and nativism (cartoon) (G) - NetBrooklyn (2015) - Immigration, Irish and Italian (PG-13)Little Big Man (1970) –Sand Creek Massacre (PG)Hostiles (2017) - Native American conflict (R) - NetflixHell on Wheels (2016) - Transcontinental Railroad - NetflixEarly Twentieth Century (1900 – 1950)War Horse (2011) - WWI (PG13) -SS42 (2013)—Jackie Robinson & Civil Rights (PG 13) - NetCinderella Man (2005)—1930s working class (PG13)Citizen Kane (1941)—Turn of the Century Newspaper Tycoon (PG)Raging Bull (1980)—Italian-American subculture (R)Seabiscuit (2003)—Horse Racing & the Depression Era (PG13)The Untouchables (1987)—Al Capone & the 1920s (R)To Kill a Mockingbird (1962)—Civil Rights & the Great Depression (PG)-LIBThe Help (2012) – Civil Rights Movement (PG 13)Of Mice and Men – Great Depression Dust Bowl -LIBThe Highwaymen (2019) - Great Depression, Bonnie and Clyde (R) - NetIndubious Battle (2016) - Great Depression - (R) NetWorld War II & Vietnam (1941 – 1975)Band of Brothers (2001) – HBO series World War II, 101st AirborneGood Morning, Vietnam (1987) – Vietnam War (R)Letters from Iwo Jima (2006)—WWII Pacific (R)Patton (1970)—WWII General (PG)Pearl Harbor (2001) –World War II (R)Saving Private Ryan (1998) – World War II (R)-LIBTora, Tora, Tora (1970) – Pearl Harbor (PG) -SSRed Tails (2012) – Tuskegee Airman (PG 13)-LIBMudbound (2017) - WWII Segregation - Sharecropping (R) - Net Cold War Era (1945-1991)The Founder (2016) - McDonald’s and American Consumerism (PG-13) - NetApollo 13 (1995)—1970s Space Race (PG) - Net Dr. Strangelove (1964) – Cold War arms race (PG)Good Night, and Good Luck (2005)—McCarthyism & the Red Scare (PG)J. Edgar Hoover (2010)—FBI director Hoover & the Cold War (R)Miracle (2004)—1980 Olympic Games (PG) - NetOctober Sky (1999) –Post Sputnik; boy meets rocketry (PG)-LIBThe Majestic (2001) – McCarthyism; Hollywood blacklisting (PG)Thirteen Days (2000) – Cuban Missile Crisis (PG13)-LIBAll the President’s Men (1976) - Watergate (PG) - NetSelma (2014) - Civil Rights movement (PG13)Argo (2012) – Iranian Hostage Crisis (R)Trumbo (2015) - Blacklisting Hollywood (R) The Americans – FX TV show about Soviet Spies living in America Charlie Wilson’s War – Soviet Union invasion of Afghanistan Modern Era (1980-Present)

Black Hawk Down (2001) - Intervention in Somalia (R)- NetHurt Locker (2008) - Taliban and Afghani War (R) - Net W (2008) - George W Bush Presidency (PG-13) - Net

APUSH Film Review Format

Title of Film (Year Produced) Student NameGenre Date Submitted Director Main Actors

The Truth: Research the true history of the historical event, person(s), time period, or institution portrayed in the film. You may want to begin with a film review site for an overview of the film, but this site will NOT provide students with the historical background, or content needed to complete the review assignment. For research, students should use print or online resources such as Hippocampus—excellent short videos!—at http://www.hippocampus.org

The Film: Plot: Write a synopsis, or summary, of the film. Make sure that your summary makes sense to a reader who does not know the movie. Do not refer to specific scenes and do not try to explain everything. You must also include the next items, but not as different parts (they may be included in your description of the story)Place and time:Where does the action take place? When does the action take place? (Present time, 19th century) Is the story chronological (according to the order of time) or flash back?Background: Society, country, kind of people (age, culture social class), historical time, etc.Theme:Based on the film, which historical theme (BAGPIPE) would best apply to the content discussed in this film. It is acceptable to argue that there is more than one theme present, but be sure to justify your response and explain your reasoning. Comparison & Evaluation: To what extent is the film historically accurate? Identify specific accuracies and director’s liberties with the film. How has the film furthered student knowledge of the history portrayed? Provide an evaluation of the film. Give your opinion, but it must be more than “I liked it.” This is important as the reviewer can express the elements of the movie they enjoyed or disliked. However, as in all good journalism, the reviewer should also give impartial details, and allow the reader to make their own mind over an issue the reader liked or disliked. Opinions should be explained to allow the reader to determine whether they would agree with your opinion.Works Cited: Sample Film ReviewPocahontas (1995) Jennifer Wilson

Animation, Adventure, Drama May 25, 2012Mike Gabriel Mel Gibson, Christian Bale, Billy Connelly

The Truth:Pocahontas was daughter of Powhatan, the chief of the Algonquian Indians in Virginia, near Jamestown, the first permanent English settlement. In 1607, the English leader of the Jamestown settlement Captain John Smith was taken captive of the Algonquian Indians. During a ritual ceremony in which the chief feigns to bludgeon the captive, John Smith was “saved” by the chief’s daughter, Pocahontas, when she covered his body with her own in a dramatic display of saving him. Following the mock execution and saving of Smith, Powhatan took Smith as an honorary member of his family; Pocahontas and Smith became friends. Over the next year, relations with the Algonquian and English remained friendly and mutually beneficial via trade; however, by 1609, hostilities grew between the American Indians and English. Injured in a gunpowder explosion, Captain John Smith was forced to return to England, subsequently eroding existing relations. In 1613, Pocahontas was initially taken as captive of an English settlement in the Jamestown community; enjoying relative freedom within the community, Pocahontas began studying Christianity and formed a friendship—and later romance—with the tobacco pioneer John Rolfe. With Powhatan’s consent, and following her baptism and adopting of the English Christian name Rebecca, Rolfe and Pocahontas married. A general peace and a spirit of goodwill between the English and the Indians resulted from this marriage. In 1616, Rolfe, Pocahontas, and their son Thomas returned to London to much fan-fare as Pocahontas’ arrival generated a fire-storm of interest. She was presented to King James I and even reunited with her friend John Smith, whom of which she believed to be dead. In 1617 the Rolfe family returned to Jamestown; however, Pocahontas did not survive the journey, dying of pneumonia or tuberculosis. Historians widely credit Pocahontas for not only serving as a representative of the Virginia Indians, but also as a vital link between the American Indians and the Englishmen. Without her courage and friendship, many believe Jamestown would have suffered much more greatly, perhaps even the same fate as the doomed Roanoke colony.The Film:Set in 1607 colonial America, Disney’s Pocahontas captures the early relationship of the Algonquian Indians with the Englishmen, and their arrival at Jamestown. The first half of the film depicts the English as gold-hungry settlers woefully prepared for conditions of the Virginia terrain, poor relations between the American Indians and English, and the saving of Captain John Smith by Pocahontas. As a burgeoning friendship and love affair develops between Smith and Pocahontas, the chief’s daughter, rivalries between the groups overland threaten the survival of Jamestown, the first permanent English colony in America. Smith and Pocahontas work together to bring peace to their communities, each acting as a liaison.Theme: The theme most present in the film is the beliefs, ideas, and cultures because the central focus of the film is the clash between the two distinct cultures, the natives and the colonists. This interaction between wildly different cultures shaped our early history, and the conflict that arose between these two cultures was something that continued into the future.ComparisonOverall, the relationship between Smith and Pocahontas in the Disney film is fairly accurate as she does save Smith from execution, although truly this was more of an act of ceremony than an actual threat to his life. And though they do develop a strong friendship that helped bring peace and prosperity to the Jamestown colony, Smith and Pocahontas never fall in love or marry, as depicted in the sequel. Whereas Pocahontas was only 12 years old when the English arrived and therefore the physical portrayal of Pocahontas is quite exaggerated in the film, the depiction of Jamestown, the gold fever, and rivalries are fairly on target thereby providing audiences an accurate visual of colonial life at the turn of the 17th century. Considering Pocahontas is an animated Disney film, the storyline is well done: the animation and music are appealing and “kid” friendly, the love story is believable and strong, and the history is worthwhile for audiences to learn from.Works CitedIMDb. IMDb.com. Web. 11 May 2012. <http://www.imdb.com/>.“Pocahontas." Jamestown Rediscovery. Preservation Virginia. Web. 11 May 2012.

Task #4 - Primary Source Analysis A major part of APUSH will be analyzing and working with primary sources. Being successful in this class will require you to break down and understand sometimes challenging texts. There are many

strategies for evaluating sources, however for the DBQ the college board requires you to HIPP documents.

How to HIPP:General questions about the document:

1. What is this document? (cartoon, speech, newspaper article, graph, etc.) 2. Who wrote/designed/created this document and who is that person?

HIPP Elements: H - Historical Context - What was going on that caused the speaker to create this document? Need to think about what was happening during this time, and how did that impact what was said in the document. You might say, “the document most likely occurred due to ____ and resulted in ____.”I - Intended Audience - Who is the speaker addressing and what sort of relationship does the author have with the audience? Think about who could do something about the problem that exists? Also focus on more than just who are they talking to, but why? What is the reason for targeting this audience? You might say “the author’s intended audience was ___ and is shown by ___.” P - Purpose -What is the writer’s motive? What does the speaker expect to get out of his/her action? A vote? A push for some reform? A groundswell of public opposition or support? Try to identify what the goal is, and be able to explain how you know that is the reason for making this document. P - Point of View of the Author/Speaker - What is the author trying to say about the issue/topic? How does who the author is affect what is in the document? This one is tough, you need to know about the person’s background to think about how that impacts what and how they created the document. The Historical Precis A historical precis is a highly specialized, specific type of summary, like a summary, the goal is to provide in clear, precise language, the main points of a piece. Essential information within the historical precis includes the writer’s name, the type of document and name of the piece (if it has one), the historical context, the way in which this information is delivered, the main point/purpose, how the point is developed, and the relationship between the writer and audience. This information is presented in four very specific sentences as outlined below.

1. Sentence one provides the name of the author/speaker, the type of document and title of the work with the date (in parentheses), and a clear description of the historical context.

2. Sentence two addresses the intended audience and the author’s purpose. 3. Sentence three describes the author’s point of view. 4. Sentence four elaborates on specific details/words/etc. Help to clarify one of the HIPP

elements described above.

Assignment for Task #4You will complete the following for Period 1 (1491-1607) and Period 2 (1607-1754)Go to

http://ap.gilderlehrman.org/period/1#apush_period_resources (Period 1) http://ap.gilderlehrman.org/period/2#apush_period_resources (Period 2)

Choose one primary sources from each time period, so a total of 2 documents, they are listed below in the documents. For this activity you CANNOT use a picture or image, you have to actually read a document! :)

a. Use HIPP to analyze the sources you selected, then write a historical precis for each document.

b. For each primary source identify 2 historical themes (think assignment #1 BAGPIPE) that you can apply and briefly explain with specific reference why you think these themes apply

i. Recap: ■ Should have 2 historical precises ■ Then additional sentences below to describe the theme.■ Please label accordingly!

*There is a sample precis and PowerPoint describing HIPP on the Google Classroom

Task #5 Optional Bonus Historical Site or Museum Visit!

This activity is NOT REQUIRED, however it is encouraged! You can visit one historical site, either nearby or elsewhere in the country, and write a brief reflection paper about what you learned on your visit. This will help provide you with a more personal connection to a historical person, event, and/or time period. We have a lot of wonderful history around us, so go out and see some of it! Many of these sites are free!

I believe that this assignment will help you make more of a personal and visual connection to a topic in American history than you would get from just reading about it in a book. I know many of you will be traveling this summer and might have an opportunity to visit a historical site somewhere else in the country, this is also acceptable. And of course you can always visit more than one! In order to receive the extra credit (this is not a word you will hear me use often) you will need to write a 2 page (1 page front and back is the minimum) reflection about your visit. What to include:

1. Where you went and why you chose to go there2. What you learned from your visit 3. What exhibit/item/part of the site you found most interesting and why 4. If you would recommend this site to other students - why or why not5. Picture of you at the historical site - preferably with a newspaper displaying the date

a. (just kidding about the newspaper, that was sarcasm)The site reflection paper is optional and can be used as extra credit in the first quarter. Possible sites in Tucson, and the surrounding area:

1. Catalina Honor Camp (Japanese Internment Camp on Mt. Lemmon) 2. Ft. Lowell Park (very hands on, and free!) 3. Titan Missile Museum 4. Pima Air and Space Museum 5. Arizona Historical Society Museum 6. Southern Arizona Transportation Museum at the Historic Depot7. Jewish History Museum (I heard this was recently redone and is fantastic!) 8. Hotel Congress (will have to do some research on the building and John Dillinger)

Not in Tucson, but pretty close!9. San Xavier Mission 10. Bisbee (Bisbee deportations 1917) 11. Heard Museum (Phoenix) 12. Casa Grande Ruins National Monument 13. Tombstone 14. Fort Huachuca and Museum 15. Montezuma’s Castle 16. Tonto National Monument 17. Museum at Papago park 18. Hoover Dam (Can’t just drive over) 19. Somewhere else super cool that I haven’t been to or forgot to include!!!

Summer Assignment Task #2 Reading

Practice 1: Analyzing Historical Evidence Practice 2: Argument Development

Students will be assessed on their ability to…

Primary Sources● Describe historically relevant

information and/or arguments within a source.

● Explain how a source provides information about the broader historical

setting within which it was created.● Explain how a source's point of view,

purpose, historical situation, and/or audience might affect a source's meaning.● Explain the relative historical

significance of a source's point of view, purpose, historical situation, and/or

audience.● Evaluate a source's credibility and/or

limitations.Secondary Sources

● Describe the claim or argument of a secondary source, as well as the evidence

used.● Describe a pattern or trend in

quantitative data in non-text-based sources.

● Explain how a historian's claim or argument is supported with evidence.

● Explain how a historian's context influences the claim or argument.

● Analyze patterns and trends in quantitative data in non-text-based

sources.● Evaluate the effectiveness of a historical

claim or argument.

● Make a historically defensible claim

in the form of an evaluative thesis.● Support an argument using specific

and relevant evidence.● Use historical reasoning to explain

relationships among pieces of historical evidence.

● Consider ways that diverse or alternative evidence could be used to

qualify or modify an argument.

AP History Reasoning Skills

Skill 1: Contextualization

Skill 2: Comparison Skill 3: Causation Skill 4: Continuity and Change Over Time

Describe an accurate

historical context for a specific

historical development or

process.

Describe similarities and/or differences between different

historical developments or processes.

Describe causes or effects of a specific

historical development or

process.

Describe patterns of continuity and/or change over time.

Explain how a relevant context

influenced a specific historical development or

process.

Explain relevant similarities and/or

differences between specific historical developments and

processes.

Explain the relationship

between causes and effects of a

specific historical development or

process.Explain the

difference between primary and

secondary causes, and between

short- and long-term effects.

Explain patterns of continuity and/or change over time.

Use context to explain the

relative historical significance of a

specific historical development or

process.

Explain the relative historical significance of similarities and/or differences between different historical developments or

processes.

Explain the relative historical

significance of different causes and/or effects.

Explain the relative historical significance of

specific historical developments in relation

to a larger pattern of continuity and/or

change.

Practice 1 Analyzing Historical EvidenceUse of evidence involves the ability to evaluate evidence from diverse sources, written

primary and secondary sources, art and illustrations, artifacts, maps, and statistical data.

Students need to be able to analyze evidence in terms of content but also (1) author’s point of view, (2) intended audience of document, (3) purpose of document, and (4) historical context. This skill also involves the ability to make inferences and draw conclusions, while recognizing the limitations or errors in the source.

For example, the pro-slavery documents produced in the 1840s and 1850s are offensive by today’s standards, but they provide insights into the divisions and the thinking of the times, and cast light on issues such as conditions of people working for wages and early critiques of a market-driven economy.

Practice 2 Historical ArgumentationArgumentation involves the ability to analyze a question and to address that question

through the construction of a plausible and persuasive argument. Historical argumentation requires a focused and analytical thesis, supported by relevant historical evidence. The skill also involves the ability to evaluate the arguments and supporting evidence used by others.

For example, AP students may be asked, “Assess the extent to which slavery was the main cause of the disunion and the Civil War.” This question demands a clear and comprehensive thesis that not only supports the position with persuasive and relevant evidence but also takes into account conflicting arguments.

Skill 1 ContextualizationThinking about contextualization involves the skill to see how a specific event or

development fits into the context of larger and broader historical developments, often on the national or global level. For example, American historians have tried to understand the anti-slavery movement in the US in the context of 19th-century efforts by nations in Europe and Latin American to end slavery and even the movement to end serfdom in Russia, as well as how long it took to achieve equality after liberation.

Both the skills comparison and contextualization involve stepping back enough to recognize various perspectives and to discover commonalities and differences that broaden one’s historical understanding.

Skill 2 ComparisonThinking about comparison involves the ability to describe, compare, contrast, and evaluate

two or more historical developments in the same era or from different time periods. It involves the ability to study a given historical event or development from multiple perspectives.

Again using the Civil War era, the South from its perspective compared its struggle to fight for independence from the Union to the American Revolution. Historians have often compared and contrasted the struggle by African Americans to achieve equal rights after the Civil War with the civil rights movement of the 1950s and 1960s to better understand each development.Skill 3 Historical Causation

Thinking about causation involves the ability to identify, analyze, and evaluate the relationships among many historical events as both causes and effects. Historians often try to distinguish between immediate, proximate, and long term-causes and effects. Some events and

conditions may have some correlation without proof of a direct causal relation while others are only coincidental or without a relationship.

The Civil War era is a rich resource for the study of causation. The firing on Fort Sumter sparked the armed conflict, much like the first shots at Lexington Green were the immediate cause that led to fighting in Massachusetts in 1775. One could argue that the secession of the Southern states from the Union after the election of Lincoln was the proximate cause of the conflict, but slavery, states’ rights, and deep-rooted economic and cultural differences were long-term causes of the North and South going to war. Were the failed attempts to compromise before secession primary or secondary causes of the Union’s breakdown? Some historians argue that the economic Panic of 1857 contributed to North-South divisions, while others see it as only a coincidental event. Understanding multiple causes and effects of historical events involves analyzing and making judgments about their relative significance.

Skill 4 Patterns of Continuity and Change Over TimeThinking about continuity and change over time involves the ability to recognize, analyze,

and evaluate the dynamics of history over periods of time of varying lengths. It often involves discovering patterns. The study of themes in history is often the tool of choice to understand change over time.

The decades before the Civil War raise interesting questions about the continuity or change over time concerning attitudes towards slavery in the North and South. Historians are interested in how the institution of slavery, which viewed as a “necessary evil” after the American Revolution, became views as a “positive good” in the South while many in the North came to view slavery as both economically unnecessary and morally wrong. Often continuity and change cannot be measured during a presidential administration or over a generation, but across longer periods of time. Tracing change over time by theme, such as changing views on slavery, often becomes clear only over a number of historical periods. In period 5 from 1848 to 1877, the end of the Civil War in 1865 is just part of the narrative of supporting the larger political theme, while in period 6 the end of the war proved a useful point to turn attention to the primary theme of economic development.