Apush Summer Assignment Directions 2007

APUSH SUMMER ASSIGNMENT DIRECTIONS 2014

Congratulations on your decision to challenge yourself with the AP experience in United States History! Advanced Placement United States History, or APUSH, will provide you with the most challenging and rewarding academic experience you have encountered in your educational career. APUSH is designed to provide you the opportunity to experience college level work within the more structured and supported environment of the high school setting. Please feel free to email me throughout the summer if you have any questions about the assignment or the course at .

Checking Out Your Books

You will need to check out a copy of the textbook, American History a Survey 11th edition, from the bookstore by Wednesday, May 28th, 2014. You will also need to check out a copy of our test preparation book titled, “Multiple Choice and Free Response Questions with DBQ in Preparation for the AP United States History Examination 5th Edition, from the bookstore. I will refer to this book as the “Prep Book” in my directions. I also highly recommend that you purchase the AP U.S. History Crash Course book by Larry Krieger, published by REA. It is available at bookstores and online and costs $11.95. You should be able to find them at a discount since the test is changing formats.

Overview

You will be completing the homework for APUSH UNIT ONE during the summer. You will need to read the first three chapters of the textbook and the first two units of the Prep Book and complete several tasks using the information you gather. The Prep Book has a lot of good supplemental information and practice quizzes which will help you to understand the textbook and prepare for exams. I have included a key for the Prep Book quizzes in this packet. The key terms for the each era are bolded throughout each unit of the Prep Book. After completing the reading, annotations, reading questions, essay questions and reviewing the key terms for the unit, you should take the quiz at the end of the unit and check your answers. This will give you a good evaluation of your preparation and study habits.

I hope that this assignment will allow you the opportunity to get a head start on the work we will be doing throughout the year. That way, we will have more time in class for activities designed to prepare you for the rigors of the AP exam.

Reading the First Three Chapters

Understand that the text we use is a college level text. You cannot read this book the same way that you read a novel. Many of the concepts are complex and you will be expected to retain both knowledge of the concepts and the supporting details which explain the concepts. Your exams will be cumulative, meaning that each test throughout the year will cover all of the material from the beginning of the year. This means that you will have to review your notes on a regular basis.

You will be completing study guides with the information from your annotations so reviewing the reading and essay questions udy guides prior to reading and annotating will allow you to focus on what to write down in your notes. Also, please review the key terms from the Prep Book prior to reading.

You are now ready to read the textbook. Read the chapter introduction and scan the timeline at the beginning of the chapter. Then review the blue and reddish brown headings for each section of the chapter. Finally, read the chapter conclusion at the end. By following this pre-reading procedure, you are preparing your mind to accept the information in an organized fashion.

You are then expected to annotate as you read the text. Please do not write in your text. Instead, you may use post it notes and a 70-100 page spiral notebook or a loose leaf binder. You can take the notes on the post it notes and leave them in your text as you read or you choose to take the notes directly in the spiral notebook or binder.

When you take your notes directly in the notebooks or when you are organizing your post it notes in the notebook you should use the headings in each section of the book to title each section and sub-section of notes in the spiral notebook. Start by writing a brief summary covering the chapter introduction below your chapter title. Then follow the outlining process by assigning each blue heading from the textbook a Roman numeral and each brown heading from the textbook a letter. Write these heading in your notebook and then place your post it notes under the appropriate heading or take your notes directly below the headings. Be sure to leave space to make additional notes as you place the post it notes in your notebook or write your notes directly in you notebook. This will also make it easier for you to read your notes later on when you review. Basically, divide each notebook paper in half. On the left-hand side will be the notes you take on the post it notes or directly into the notebook, on the right-hand side will be the room you leave to write your additional notes, etc. which are explained below.

As you organize your notebook, make additional notes which predict outcomes, connect ideas, summarize main ideas, ask and answer questions you think of and clarify key terms. You may end up with some questions you cannot answer which you will bring to class to be answered in group discussion. You should leave space in your notebook to write the answers to these questions.

Finally, you should write a brief summary of a few sentences following each brown section. Don’t get bogged down with the details, stick with the main ideas presented in the section. This process outlined above is how you will study and prepare for your exams for this class and in college. Simply reading the material is not enough to allow you to recall the amount of information you to need to remember for the test, nor does it prepare you for the high level of complexity you will encounter in the essay questions. I will be checking these annotations the second day of school.

This page gives you a visual example of what your notebooks should look like when completed:

NAME AND NUMBER OF CHAPTER

SUMMARRY:

I.  BLUE HEADING NAME AND NOTES ADDITIONAL NOTES

A.  BROWN HEADING NAME AND NOTES

WRITE SUMMARY OF NOTES HERE

B.  BROWN HEADING NAME AND NOTES ADDITIONAL NOTES

WRITE SUMMARY OF NOTES HERE

II.  BLUE HEADING NAME AND NOTES

Completing the Reading Questions

I suggest previewing these questions before completing your reading to help focus your note taking skills. I have attached the reading guides which contain the questions with graphs and spaces to answer each question for the first three chapters to this assignment. After you finish reviewing your notes, you are ready to answer the reading questions. Some questions are more easily answered using a chart, timeline, or bullets, while most of the questions can be answered with a 5-7 sentence paragraph. If you struggle with a particular reading question, I suggest posting a question on the discussion area so that I or your fellow students can help you with the question. You will find that you will actually understand the questions and material if you take the time to explain your answers to your peers. This is why we will spend substantial time in and out of class discussing the answers to these questions in small groups. These “study groups” will be the key to your success and learning in this class and in your college career. You may work with other students to complete these reading questions but each student must write the answers on their own study guides. I will be checking the reading questions the third day of school.

Answering the Essay Questions

After you finish reviewing your notes and completing the reading questions, you are ready to complete the essay questions. These questions have been asked on previous AP exams. For each question, you will construct a thesis with directly answers all parts of the prompt. Then you will fill out the chart with your supporting evidence. You should use your annotations and reading questions in addition to the Prep Book to complete the essay questions. If you struggle with a particular question, you may email me or ask another student from the class. You may work with other students to complete these questions but each student must write the answers on their own study guides. I will be checking the essay questions the fifth day of school.

As I stated above, this summer assignment will give you a head start on your work for this next year. Please email me with any questions at . It is impossible to do this assignment well in a short amount of time. Please start early and plan ahead. Good luck and see you next school year!

Sincerely,

Mr. Roberts

APUSH UNIT ONE STUDY GUIDE

Reading: Textbook Chapters 1-3 pgs. 1-97; Prep Book Units I-II; Crash Course Book pgs. 9-10, 21-28, 143-145, 163-164, 171-173, 191, 197-198

Topics:

PERIOD 1: 1491–1607

On a North American continent controlled by American Indians, contact among the peoples of Europe, the Americas, and West Africa created a new world.

Key Concept 1.1:

Before the arrival of Europeans, native populations in North America developed a wide variety of social, political, and economic structures based in part on interactions with the environment and each other.

I.  As settlers migrated and settled across the vast expanse of North America over time, they developed quite different and increasingly complex societies by adapting to and transforming their diverse environments.

A.  The spread of maize cultivation from present-day Mexico northward into the American Southwest and beyond supported economic development and social diversification among societies in these areas; a mix of foraging and hunting did the same for societies in the Northwest and areas of California. Key terms: Pueblo, Chinook.

B.  Societies responded to the lack of natural resources in the Great Basin and the western Great Plains by developing largely mobile lifestyles.

C.  In the Northeast and along the Atlantic Seaboard, some societies developed a mixed agricultural and hunter–gatherer economy that favored the development of permanent villages. Key terms: Iroquois, Algonquian.

Key Concept 1.2:

European overseas expansion resulted in the Columbian Exchange, a series of interactions and adaptations among societies across the Atlantic.

I.  The arrival of Europeans in the Western Hemisphere in the 15th and 16thcenturies triggered extensive demographic and social changes on both sides of the Atlantic.

A.  Spanish and Portuguese exploration and conquest of the Americas led to widespread deadly epidemics, the emergence of racially mixed populations, and a caste system defined by an intermixture among Spanish settlers, Africans, and Native Americans. Key terms: smallpox, Mestizo, Zambo.

B.  Spanish and Portuguese traders reached West Africa and partnered with some African groups to exploit local resources and recruit slave labor for the Americas.

C.  The introduction of new crops and livestock by the Spanish had far-reaching effects on native settlement patterns as well as on economic, social, and political development in the Western Hemisphere. Key terms: horses, cows.

D.  In the economies of the Spanish colonies, Indian labor, used in the encomienda system to support plantation-based agriculture and extract precious metals and other resources, was gradually replaced by African slavery. Key terms: sugar, silver.

II.  European expansion into the Western Hemisphere caused intense social/religious, political, and economic competition in Europe and the promotion of empire building.

A.  European exploration and conquest were fueled by a desire for new sources of wealth, increased power and status, and converts to Christianity.

B.  New crops from the Americas stimulated European population growth, while new sources of mineral wealth facilitated the European shift from feudalism to capitalism. Key terms: corn, potatoes.

C.  Improvements in technology and more organized methods for conducting international trade helped drive changes to economies in Europe and the Americas. Key terms: sextant, joint-stock companies

Key Concept 1.3: Contacts among American Indians, Africans, and Europeans challenged the worldviews of each group.

I.  European overseas expansion and sustained contacts with Africans and American Indians dramatically altered European views of social, political, and economic relationships among and between white and nonwhite peoples.

A.  With little experience dealing with people who were different from themselves, Spanish and Portuguese explorers poorly understood the native peoples they encountered in the Americas, leading to debates over how American Indians should be treated and how “civilized” these groups were compared to European standards. Key terms: Juan de Sepúlveda, Bartolomé de Las Casas.

B.  Many Europeans developed a belief in white superiority to justify their subjugation of Africans and American Indians, using several different rationales.

II.  Native peoples and Africans in the Americas strove to maintain their political and cultural autonomy in the face of European challenges to their independence and core beliefs.

A.  European attempts to change American Indian beliefs and worldviews on basic social issues such as religion, gender roles and the family, and the relationship of people with the natural environment led to American Indian resistance and conflict. Key terms: Spanish mission system, Pueblo, Juan de Oñate

B.  In spite of slavery, Africans’ cultural and linguistic adaptations to the Western Hemisphere resulted in varying degrees of cultural preservation and autonomy. Key terms: maroon communities in Brazil and the Caribbean, mixing of Christianity and traditional African religions.