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 email@example.com
Dear Future APUSH students...
Have a Great Summer!
Mrs. Mercurio - Pataky
The American Pageant (Sign out)
Voices of a People's History by Howard Zinn (purchase - you could get them used on amazon or ask an APUSH graduate)
While not required, I HIGHLY recommend that you invest in a test preparation book such as Barron’s, Princeton Review, Kaplan’s, etc. Take the time to look through several first before deciding which one to purchase. Choose one that you find easy to use so that it will not sit on the shelf until April. Plan to use it all year but remember that they provide summaries only - there is not enough detail (or instruction) to rely solely on this source. Again, you may want to seek out former student for a used copy.
Highly Recommended by APUSH Grads: APUSH Flash Cards (they all wished they had them from the start - not just for review)
Large 3-ring Binder for APUSH only.
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
What are the main ideas of each chapter?
Why does it matter now?
Whose story is being told?
Know the key terms/individuals/events and how they support the main ideas.
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|
Vasco Da Gama
Juan Ponce De Leon
Hernando De Soto
Aztec, Inca, Maya
Treaty of Tordesillas
Sir Walter Raleigh
King James I
Captain John Smith
The London Company
House of Burgesses
The West Indies
Barbados Slave Code
King Charles I, King Charles II
Georgia Plantation Colonies
King James I
Church of England
Mass. Bay Company
The Great English Migration
“New England Spreads Out”
King Philips War
New England Confederation
Dominion of New England
The Dutch East India Co
The New Netherlands
The Middle Way
Colonial Slavery (compare/contrast by region)
The New England Family
The New England Town
Half Way Covenant
Salem Witch Trials
College of William and Mary
Ethnic and Racial Composition 1790
Social Structure of colonial society
Compare/contrast colonial economies
The Great Awakening
Schools and Colleges
Poor Richards Almanac
John Peter Zenger
The Zenger Trial
King Williams War/Queen Anne’s War
George Washington 1754
French – Indian War
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?