AP United States History

Summer Assignment 2010




Dear AP Students and Parents:


               The AP program in United States History is designed to provide students with the analytical skills and factual knowledge necessary to deal critically with the problems and materials in United States history. This program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those of full-year introductory college courses. Students will learn to assess historical materials - their relevance to a given interpretive problem, their reliability, and their importance - and to weigh the evidence and interpretations presented in historical scholarship. This course will develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in essay format.


The Summer Assignment is a required part of AP United States History at Litchfield High School and is crucial for the success of the program. AP U.S. History covers, in depth, 300+ years of history.  It is very difficult to cover all of the material in the regular school year and the AP exam takes place in early May, so the school year is not totally available.   As such, a summer assignment allows us to cover more material, more thoroughly than we would be able to cover during the school year. With that said, welcome to the course and I look forward to seeing you next Fall. If you have questions you may contact me any time at patakyw@litchfieldschools.org



Dear Future APUSH students...


Have a Great Summer!


Mrs. Mercurio - Pataky



Materials Needed:




Your Tasks:


As you read your assigned texts and answer the questions keep in mind the topic for our first Socratic seminar:  Think about where we left off in Western Humanities -- The Age of Enlightenment/Scientific Revolution --  For better or worse, the "Age of Discovery" is a product of both the Enlightenment and the Scientific Revolution... What does this reveal about the nature of progress?


1.  Chapters 1-6 in American Pageant


Key terms: The following collection of important people, places, events, legislation, organized groups, and economic factors contributed to the formation of the American colonies. As you read the chapters you should identify and explain the historical significance for each within the context of the chapter theme/topics.

Historical significance may or may not include all of the PERSIA categories in relation to chapter theme - depends on the term and period studied - but you must get used to reading ALL material for PERSIA info.

 In case you forgot...

PERSIA: Political, Economic, Religious, Social, Intellectual, Artistic


 Terms By Chapter

I. New World Beginnings II. The Planting of English America 1500-1733 III.  Settling the Northern Colonies IV.  American Life in the 17th cent V. Colonial Society on the Eve of Revolution VI. The Duel for North America

Christopher Columbus

Vasco Da Gama

Amerigo Vespucci

Juan Ponce De Leon

Hernando Cortes

Franciso Pizarro

Hernando De Soto

Aztec, Inca, Maya


Pope’s Rebellion

Treaty of Tordesillas


Elizabeth I

Sir Walter Raleigh


Joint-stock companies


King James I

Virginia Company

“Great Migration”

Captain John Smith


John Rolfe

Anglo-Powhatan Wars


King Nicotine

The London Company

House of Burgesses


Lord Baltimore


The West Indies

Barbados Slave Code

Encomienda system

The Carolinas

King Charles I, King Charles II

Oliver Cromwell

Lords Proprietors

North Carolina

Iroquois Confederacy

Georgia Plantation Colonies


Protestant Reformation

John Calvin

Henry VIII



King James I

Church of England



Mayflower Compact

William Bradford


Mass. Bay Company

John Winthrop

The Great English Migration

Bay Colony

Ann Hutchinson


Roger Williams

Rhode Island

“New England Spreads Out”

Pequot War

King Philips War

New England Confederation

Charles II

Dominion of New England

Glorious Revolution

The Dutch East India Co

The New Netherlands

New Amsterdam

William Penn



The Middle Way

Unhealthy Chesapeake

Tobacco economy

Bacons Rebellion

Colonial Slavery (compare/contrast by region)

African Americans

The New England Family

The New England Town

Half Way Covenant

Salem Witch Trials

Slave Revolts

College of William and Mary



The Scots-Irish


Paxton Boys

Ethnic and Racial Composition 1790

Social Structure of colonial society

Cotton Mather

Compare/contrast colonial economies

Established Churches

Postal service


The Great Awakening

Schools and Colleges

John Trumbull

Phillis Wheatly

Benjamin Franklin

Poor Richards Almanac

Colonial Newspapers

John Peter Zenger

Andrew Hamilton

The Zenger Trial

Colonial politics/assemblies



New France

King Williams War/Queen Anne’s War

New Orleans

George Washington 1754

Pennsylvania Gazette

French – Indian War

William Pitt

Peace of Paris Pontiacs uprising

Proclamation of 1763






2. Notes on the following question using Pageant and Zinn:


1.  How did initial patterns of settlement in English North America evolve into distinctive regional patterns of economic, social, and political organization in the New England, Middle, and Southern Colonies? Be SPECIFIC! Why is this significant for our understanding of American history?



3. Howard Zinn:


Again: Think about where we left off in Western Humanities -- The Age of Enlightenment/Scientific Revolution --  For better or worse, the "Age of Discovery" is a product of both the Enlightenment and the Scientific Revolution... What does this reveal about the nature of progress?


A Peoples History  Read Chapters 1-3 and complete the following for Each Chapter:


Voices of A Peoples History   Read chapters 1-3 and respond to the following questions in preparation for a Socratic  seminar upon your return. You must reference specific documents from the text in your response. Why do think this perspective is not available in tradition text books?

  1. Compare  Zinn to the American Pageant. How can we account for this alternate view of the same historical period?