AP US History Summer Assignment 2013 - Washington High School

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May 29, 2013 ... Advanced Placement United States History, or APUSH, will ... check out a copy of our test preparation book titled, “Multiple Choice and Free.
APUSH SUMMER ASSIGNMENT DIRECTIONS 2013 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 [email protected]. 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 29th, 2013. 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. 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, study guides 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 the study guides with the information from your annotations so reviewing the study 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 first 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

POST IT NOTE WITH YOUR NOTES OR WRITE NOTES IN NOTEBOOK

A. BROWN HEADING NAME AND NOTES POST IT NOTE WITH YOUR NOTES OR WRITE NOTES IN NOTEBOOK

WRITE SUMMARY OF NOTES HERE B. BROWN HEADING NAME AND NOTES POST IT NOTE WITH YOUR NOTES OR WRITE NOTES IN NOTEBOOK

WRITE SUMMARY OF NOTES HERE II.

BLUE HEADING NAME AND NOTES

POST IT NOTE WITH YOUR NOTES OR WRITE NOTES IN NOTEBOOK

ADDITIONAL NOTES

Completing the Study Guides After you finish reviewing your notes, you are ready to complete the study guides. You should use your annotations in addition to the Prep Book to complete the study guides. 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. During the year, we will complete these questions in class in small groups. I will be checking study guides the second day of school. Memorizing the Presidents The last two pages of this assignment are dedicated to our nation’s Presidents. In order to assist you in keeping the chronology of our nation’s history straight, you will need to memorize the Presidents’ first and last names, political parties and years served in office. I have included the Vice Presidents, but you do not need to memorize them. You will be taking a test covering each of the elements mentioned on 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 [email protected]. 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: Topic One: Pre-Columbian Societies Early inhabitants of the Americas American Indian empires in Mesoamerica, the Southwest, and the Mississippi Valley American Indian cultures of North America at the time of European contact Topic Two: Transatlantic Encounters and Colonial Beginnings, 1492–1690 First European contacts with Native Americans Spain’s empire in North America French colonization of Canada English settlement of New England, the Mid-Atlantic region, and the South From servitude to slavery in the Chesapeake region Religious diversity in the American colonies Resistance to colonial authority: Bacon’s Rebellion, the Glorious Revolution, and the Pueblo Revolt Topic Three: Colonial North America, 1690–1754 Population growth and immigration Transatlantic trade and the growth of seaports The eighteenth-century back country Growth of plantation economies and slave societies The Enlightenment and the Great Awakening Colonial governments and imperial policy in British North America Essays: Use your annotations, the Prep Book and the Crash Course book to fill out the information in the chart for each of the following essay questions. You do not need to write in complete sentences and you may abbreviate to save room. Information in the chart should be rich in detail. Use as many specific names of people, places, things, events, documents, laws, conflicts, etc. as you can think of to answer each part of the question. 1. In what ways was the early history of the Americas a Red, White, and Black collision? Consider the political (P), social (S), cultural (C) and economic (E) implications. Mark items listed in the chart with the appropriate category letter. RED BLACK WHITE Define: Define: Define:

Explain before collision:

Explain before collision:

Explain before collision:

Explain the collision:

Explain the collision:

Explain the collision:

What was destroyed?

What was destroyed?

What was destroyed?

What stayed the same?

What stayed the same?

What stayed the same?

What was mixed together?

What was mixed together?

What was mixed together?

2. Evaluate the influence of religion on the development of colonial society in the following regions: The Spanish Southwest, New England, New France. Impact of Spanish Southwest New England New France Religion:

Political

Social

Economic

Cultural

3. Compare and contrast the British, French, and Spanish imperial goals in North America between 1580 and 1763. Imperial British French Spanish Goals

Political

Social

Economic

Cultural

4. Analyze the differences between the Spanish settlements in the Southwest and the English colonies in New England in the seventeenth century in terms of the following: Politics, Religion, Economic Development. Reasons for Spanish Settlements Southwest English Colonies New England Differences Politics

Religion

Economic Development

5. Analyze how the actions taken by BOTH American Indians and European colonists shaped those relationships in the following regions. Confine your answer to the 1600’s: New England, Chesapeake, Spanish Southwest, New York and New France. American Indians’ European Colonists’ Resulting Actions Actions Relationship

New England

Chesapeake

Spanish Southwest

New York and New France

6. Compare and contrast the experience of slaves on tobacco plantations in the early seventeenth-century Chesapeake region with that of slaves on nineteenth-century cotton plantations in the Deep South. What forces transformed the institution of slavery from the early seventeenth century to the nineteenth century? Experiences Slaves of Forces of Change Experiences of Slaves of 1600’s 1800’s

7. How did economic, geographic and social factors encourage the growth of slavery as an important part of the southern colonies between 1607 and 1775? Economic Factors Geographic Factors Social Factors

8. Analyze the origins and development of slavery in Britain’s North American colonies in the period 1607 to 1776. Origins of Slavery Development of Slavery

9. In what ways did ideas and values held by Puritans influence the political, economic, and social development of the New England colonies from 1630 through the 1660s? New England Political Economic Social Colonies Developments Developments Developments Puritan Ideas

Puritan Values

10. Compare the ways in which religion shaped the development of colonial society (to 1740) in the following regions: New England, Chesapeake, and Middle Atlantic. Impact of New England Chesapeake Middle Atlantic Religion:

Political

Social

Economic

Cultural

11. Although New England and the Chesapeake region were both largely settled by people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur? Types of Political Economic Social Cultural People Settling New England

Chesapeake

12. Compare and contrast the ways in which economic development affected politics in Massachusetts and Virginia in the period from 1607 to 1750. Economic Politics in Massachusetts Politics in Virginia Development Massachusetts

Virginia

13. Analyze the role of trans-Atlantic trade and Great Britain’s mercantilist policies in the economic development of the British North American colonies in the period from 1650 to 1750. Economic New England Chesapeake Middle Atlantic Factors TransAtlantic Trade

Great Britain’s Mercantilist Policies

14. Compare the ways in which the following reflected tensions in colonial society: Bacon’s Rebellion 1676, Pueblo Revolt 1680, Salem Witchcraft Trials 1692, and the Stono Rebellion 1739. Tensions Bacon’s Stono Pueblo Revolt Salem Rebellion 1676 1680 Witchcraft Rebellion Trials 1692 1739 Political

Social

Economic

Cultural

15. Settlers in the eighteenth century backcountry sometimes resorted to violent protest to express their grievances. Analyze the causes and significance of the following: March of the Paxton Boys, Regulator Movement, Shays’ Rebellion, Whiskey Rebellion. Violent Protests of Causes Significance Backcountry March of the Paxton Boys

Regulator Movement

Shays’ Rebellion

Whiskey Rebellion

16. Analyze the cultural and economic responses of the following groups to the Indians of North America before 1750: British, French, and Spanish. Responses to British French Spanish Indians Cultural Responses

Economic Responses

Presidents and Vice-Presidents of the United States PRESIDENT

VICE-PRESIDENT

POLITICAL PARTY

TERM

George Washington

John Adams

No Party 1st Term, Federalist 2nd Term

17891797

John Adams

Thomas Jefferson

Federalist

17971801

Thomas Jefferson

Aaron Burr George Clinton

Democratic-Republican

18011809

James Madison

George Clinton Elbridge Gerry

Democratic-Republican

18091817

James Monroe

Daniel D Tompkins

Democratic-Republican

18171825

John Quincy Adams

John C Calhoun

Democratic-Republican

18251829

Andrew Jackson

John C Calhoun Martin Van Buren

Democratic

18291837

Martin Van Buren

Richard M. Johnson

Democratic

18371841

William Henry Harrison

John Tyler

Whig

1841

John Tyler

None

Whig

18411845

James Knox Polk

George M Dallas

Democratic

18451849

Zachary Taylor

Millard Fillmore

Whig

18491850

Millard Fillmore

None

Whig

18501853

Franklin Pierce

William R King

Democratic

18531857

James Buchanan

John C Breckinridge

Democratic

18571861

Abraham Lincoln

Hannibel Hamlin Andrew Johnson

Republican 1st Term, Union 2nd Term

18611865

Andrew Johnson

None

Union

18651869

Ulysses Simpson Grant

Schuyler Colfax Henry Wilson

Republican

18691877

Rutherford Birchard Hayes

William A Wheeler

Republican

18771881

James Abram Garfield

Chester Alan Arthur

Republican

1881

Chester Alan Arthur

None

Republican

18811885

Stephen Grover Cleveland

Thomas Hendricks

Democratic

18851889

Benjamin Harrison

Levi P Morton

Republican

18891893

Stephen Grover Cleveland

Adlai E Stevenson

Democratic

18931897

William McKinley

Garret A. Hobart Theodore Roosevelt

Republican

18971901

Theodore Roosevelt

Charles W Fairbanks

Republican

19011909

William Howard Taft

James S Sherman

Republican

19091913

Woodrow Wilson

Thomas R Marshall

Democratic

19131921

Warren Gamaliel Harding

Calvin Coolidge

Republican

19211923

Calvin Coolidge

Charles G Dawes

Republican

19231929

Herbert Clark Hoover

Charles Curtis

Republican

19291933

Franklin Delano Roosevelt

John Nance Garner Henry A. Wallace Harry S. Truman

Democratic

19331945

Harry S. Truman

Alben W Barkley

Democratic

19451953

Dwight David Eisenhower

Richard Milhous Nixon

Republican

19531961

John Fitzgerald Kennedy

Lyndon Baines Johnson

Democratic

19611963

Lyndon Baines Johnson

Hubert Horatio Humphrey

Democratic

19631969

Richard Milhous Nixon

Spiro T. Agnew Gerald Rudolph Ford

Republican

19691974

Gerald Rudolph Ford

Nelson Rockefeller

Republican

19741977

James Earl Carter, Jr.

Walter Mondale

Democratic

19771981

Ronald Wilson Reagan

George Herbert Walker Bush

Republican

19811989

George Herbert Walker Bush

J. Danforth Quayle

Republican

19891993

William Jefferson Clinton

Albert Gore, Jr.

Democratic

19932001

George Walker Bush

Richard Cheney

Republican

20012009

Barack Obama

Joe Biden

Democratic

2009-