AP U.S. HistorySummer Assignment 2017-2018

Mrs. Irvin

The AP U.S. History course focuses on the development of historical thinking skills (chronological reasoning, comparing and contextualizing, crafting historical arguments using historical evidence, and interpreting and synthesizing historical narrative) and the development of students’ abilities to think conceptually about U.S. history from approximately 1491 to the present. Seven themes of equal importance — American and National Identity; Migration and Settlement; Politics and Power; Work, Exchange, and Technology; America in the World; Geography and the Environment; and Culture and Society — provide areas of historical inquiry for investigation throughout the course. These require students to reason historically about continuity and change over time and make comparisons among various historical developments in different times and places. The course also allows teachers flexibility across nine different periods of U.S. history to teach topics of their choice in depth. (Taken from College Board’s AP U.S. History Curriculum Framework, 2017)

Whatever you do, do not leave this assignment until the last week of vacation. For some students, this is your 1st real introduction to AP caliber work. AP U.S. History will require you to use your time wisely ALL YEAR. Get off on the right track by planning ahead and pacing yourself with this assignment.

Summer Assignment 2017-18 The summer assignment is broken up into four parts: reading and note-taking, document analysis, vocabulary development, and synthesis and analysis. All aspects of the assignment are designed to further develop the historical thinking skills necessary for success in APUSH.

Required Textbook: By the People: A History of the United States, James Fraser, 2015.ISBN # 978-0131366336Not only do you need this for the summer assignment but it is the foundational textbook for the course.

Supplemental Reading Text: Colonial America: A Short Introduction, Alan Taylor, 2012.ISBN: 978-0199766239You will use this text for Part IV of the Summer Assignment. Alan Taylor is Professor of History at University of Virginia. He writes in the narrative style. The book is short, concise, and focuses only on Colonial America (APUSH Unit 1: 1492-1754). It is a great supplement to your textbook.

Additional Required Items: Please acquire these items prior to the first day of school. 3” – 3 Ring Binder 12 Binder Dividers (Units 1-9, Introduction, Writing, Exam Info) Notebook (minimum of 70 pages, college ruled only) Loose Leaf Paper (College Ruled only) Pencils, Pens (all/any colors), colored pencils (for mapping)

Part I: Textbook Reading & NotesStudents will read and take notes on chapters 1-4 of the APUSH textbook (Fraser, By the People).

Chapter 1 “The World Before 1492”, pages 2-25. Very little of the course will focus on the information in this chapter, however it is essential in order to understand relations between natives and Americans.

Chapter 2 “First Encounters, First Conquests”, pages 28-54. As you read, be sure to take note of the changes affecting Christianity, the quest for empire and political power, and overall globalization that occurred with the emergence of Europe as a leading world power.

Chapter 3 “Settlements, Alliances, and Resistance”, pages 62-91. Much of this information may seem familiar, but now is your opportunity to go deeper into the history and gain a richer understanding of how British American was settled and why especially the east coast of America is rooted in English systems and values.

Chapter 4: “Creating the Culture of British North America”, pages 94-122. As the final chapter in Unit 1, chapter 4 focuses on the causes and influences of Enlightenment ideas; the interconnection between agriculture and chattel slavery; and gender roles that became deeply rooted into early American culture and society.

A note on notes: Note-taking is an essential and necessary skill in AP US History. While they are not necessarily collected for points, it is expected that ALL students take notes. This may include creating outlines, utilizing the Cornell method or any other strategy that suits your learning needs. Your notes should be present with you at all times during class.

Increasingly students are turning to note taking software such as Evernote or Microsoft One Note as a way to make organizing reading notes (from multiple books) as well as lecture notes easier. While this is certainly effective and encouraged it is vital that you still do the work on your own. It is strongly discouraged that you solely utilize existing notes or reference material that you are given or that is online. While convenient and time saving, the vast majority of the learning takes place in actually doing the work for yourself – rather than relying on the work of others. Furthermore, handwriting notes, while old fashioned and much more time consuming, has typically yielded better results from students as it builds muscle memory and forces the student to more regularly ‘think’ and ‘evaluate’ which material is most vital to write down. Often typing and certainly ‘copy/paste’ note taking results in limited benefits to the user.

Reading Quiz: Prepare yourself for a multiple-choice quiz on these chapters on the second day of class.

Part II: Supplemental Readings Read and annotate the following digitized articles or documents as described below:

1. Voices of a People by Howard Zinn Chapter 1 “Columbus and Las Casas”

https://static1.squarespace.com/static/55258625e4b00cfda38b47d7/t/574dddd420c6472fa5809b26/1464720855547/Zinn+-+Voices+of+a+People+Ch.+1+Only.pdf

2. “Slavery and Freedom: The American Paradox” by Edmund S. Morgan

https://static1.squarespace.com/static/55258625e4b00cfda38b47d7/t/574dce9e37013bb92a187373/1464716962989/Slavery+and+Freedom-The+American+Paradox+by+Edmund+Morgan.pdf

3. “The Witches of Salem” by Stacy Schiff

https://static1.squarespace.com/static/55258625e4b00cfda38b47d7/t/574dced14c2f85ac52a2c95d/1464717010924/The+Witches+of+Salem+-+The+New+Yorker.pdf

Reading Quiz: A quotes test on the readings will occur within the first full week of the class.

Part III: Unit 1 Essential TermsFor each of the terms listed below, create a concept card. Please use the following directions for your concept cards. We will develop a set of cards for each unit (1-9) in APUSH.Front of the card:

The word written large in the center Top right-hand corner = the time period/unit time frame (could be more than one) Bottom left-hand corner = the AP theme most logically connected to this concept

(could be more than one)

Back of the card (divided into four sections) – see below.

Professional Definition(Be sure to use the appropriate definition for the

historical period/context we are learning.)

List of 3-5 characteristics/ features of the word

(numbered or bulleted) Students might write synonyms and antonyms of a word, adjectives that describe a word, ideas associated

with the word, etc.

Image / Symbol (hand-drawn or computer-generated) – unique to the word

and accurate to the historical time period

Student-generated sentence using the word in the correct historical context (not just a sentence describing the word or repeating the

definition)

Resources (research supporting the use of concept cards):Nist, S. L., & Simpson, M. L. (2001). Developing vocabulary concepts for college thinking. Needham Heights, MA: Allyn and Bacon.Stahl, S. A. (1999). Vocabulary development. Cambridge, MA: Brookline Books.University of Northern Iowa, Dr. Karen Agee

Essential Terms for Summer Assignment:Agricultural Revolution Matrilineal Conquistadores Missionaries Encomienda MercantilismEnglish Reformation Church of England Separatists/PilgrimsRoanoke Colony Jamestown Colony Patriarchal SocietiesThe Headright System Quakers/Society of Friends Cash CropsThe Middle Passage Triangular Trade Puritans The Great Awakening The Enlightenment

Part IV: Unit 1 Essential Questions

Textbook chapters Supplementary Readings & documents Chapter 1: The World Before 1492 Chapter 2: First Encounters, First

Conquest Chapter 3: Settlements, Alliances,

Resistance Chapter 4: Creating the Culture of

British North America

Colonial America: A Short Introduction by Alan Taylor

Essential Questions: Please answer the following short answer questions. Your responses may vary in length, but they should sufficiently answer the questions below. Use specifics from the textbook and supplemental readings and cite at the end of each paragraph what text and page #. Example: “population growth depended primarily on natural increase after 1640” (Fraser, 68).

1. Were the Americas "discovered" or were they conquered? 2. Many of the early settlers felt that God had "paved the way" for their being here.

What evidence did they find here that supported that feeling? 3. Know the differences in the approaches to exploration or colonization among

those who showed interest in the Americas (Spanish, Portuguese, Dutch, Swedish, English). Why were some of these successful and why were some failures over time?

4. What were the prevailing attitudes and behaviors exhibited by the European settlers toward the Native American population?

5. What type of relationship developed between the colonies and their "managers" in England that led to the colonist feeling "free" to develop as they saw fit?

6. Discuss the different social structures that characterized New England and the Chesapeake colonies during the first 100 years of their development.

7. What was the economic relationship of the colonies to Europe during this period? How was it beneficial to the colonies? How was it detrimental to the colonies?

8. What was the role of religion in the early colonies? To what extent is it accurate to say that religion was the reason for there being colonies in the first place as has been so often maintained?

Essay Preview…

You do not need to write responses to any of the essay prompts below. They are simply provided as a preview of potential unit essays.

[At the end of this unit you should be able to answer all of the following using specific names, dates, locations, events (i.e. proper nouns), to demonstrate your understanding of the significant concepts listed below.]

1. Early encounters between American Indians and European colonists led to a variety of relationships among the different cultures. Analyze how the actions taken by BOTH American Indians and European colonists shaped those relationships in the following regions. Confine your answer to the 1600s.

New England Chesapeake Spanish Southwest New York and New France

2. Although New England and the Chesapeake regions were both settled largely by people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur? Use your knowledge of the colonial period up to 1700 to develop your answer.

3. Analyze the ways in which TWO of the following influenced the development of American society

Puritanism during the seventeenth century the Enlightenment the Great Awakening during the eighteenth century

Scoring Scale for: APUSH 2017-2018 SUMMER ASSIGNMENT

Advanced

Score 4.0

In addition to score 3.0 performance, in-depth inferences and applications that goes beyond what was taught. Student completed Parts 1-4 correctly and thoroughly, providing numerous examples from the text to support their assertions in Part 4.

Score 3.5

In addition to score 4.0 performance, partial success at inferences and applications that goes beyond what was taught

Proficient

Score 3.0

No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught. Student completed Parts 1-4 correctly and thoroughly, providing numerous examples from the text to support their assertions in Part 4.

Score 2.5

No major errors or omissions regarding the simpler details and/or processes and partial knowledge of the more complex ideas and processes.

Basic Score 2.0

No major errors or omissions regarding the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes. Student completed Parts 1-4 correctly and thoroughly (providing examples from the text).

Below Basic

Score 1.0

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. Student did not complete Parts 1-4 correctly or thoroughly (providing examples from the text).

Score 0.0 There is no evidence or demonstration of student learning.

Adapted from: Marzano (2004) Workshop materials. Centennial, CO: Marzano & Associates.