APUSH SUMMER ASSIGMET DIRECTIOS 2012
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.
Using the Course Website
Please use the following directions for our online course website. If you have any difficulties,
please email me at [email protected]. Understand that the website undergoes revisions
each summer as I prepare for the new school year. Please feel free to email me questions at any
time. You may also post your questions to the discussion area topic titled “Questions for Mr.
Roberts.” Please check your gmail accounts regularly for updates and clarifications on the
summer assignment.
1. Follow these directions for accessing your google docs and gmail:
A. Use Google Crome if possible
B. Go to: http://student.guhsdaz.org
C. Log in
a. User name: Student ID Number
b. Password: Infinite Campus Password
D. Trouble Shooting When Logging in from Home
a. check that you are going to correct URL: http://student.guhsdaz.org
(no www)
b. Try: http://docs.google.com/a/student.guhsdaz.org
c. User name: Student ID [email protected] (only use for
this URL)
d. Password: Infinite Campus Password
2. Check your mail by going to the mail tab in the upper left-hand corner of the
page.
3. Go to the email sent from me inviting you to my group and accept the invitation.
If you had me as a teacher (including advisory), you are already a member and did
not get an invite email.
4. Open a new tab and paste the following URL into your browser:
https://sites.google.com/a/guhsdaz.org/roberts-apus-summer-assignment/
From the home page, you can access a variety of content from the website. As I said before, I
make changes to the site during the summer. You can click on any of the white tabs at the top of
the page under the site title to go to different pages on the site. The discussion area is your link to
your fellow students and to me. We will host school appropriate discussions throughout the year.
Please be respectful of your fellow students as all school rules apply within this site. The
documents will give you access to electronic copies or our assignments and various materials.
The useful links will take you to sites helpful for the study of American History. Please explore
each of the pages on the site and post questions or email me as necessary. I also suggest that you
form study groups of four to five students to assist you in reviewing and preparing for exams.
Reading the First Three Chapters
You will need to check out a copy of the textbook, American History a Survey 11th
edition, from the bookstore by Tuesday, May 29th, 2012. The author of your textbook, Alan
Brinkley, is the highly respected department chairperson of the history department at Columbia
University. 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. You will need to read the first three chapters of the
textbook over the summer and complete several tasks using the information you read about in
these chapters. The test preparation book has a lot of good supplemental information and practice
quizzes which will help you to understand your textbook and prepare for exams. I have included a
key for the quizzes in this packet. Rest assured that this summer assignment does not include any
fluff. Instead, 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 at the end of the year.
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, and of course, you will need notes to review.
Before reading each section of the text, you should review the reading questions I have
provided in this packet. Often times, it is easy for readers to get bogged down in all of the
information provided in such a high level text. The reading questions are designed to help you
focus your attention on what is important. Review the essay questions from the study guides
included in this packet. These big picture questions will help you frame the chapter into the main
ideas. Next read the chapter introduction and scan the timeline at the beginning of the chapter.
Then review the blue and 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. Follow the Harvard 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 postings 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. Understand that this course is designed to
help you prepare for the work you will need to do in order to be successful in college. Working
together, I know we can be successful in helping you to prepare for the challenges you will face
in your academic future.
AME AD UMBER OF CHAPTER
SUMMARRY:
I.
BLUE HEADIG AME AD OTES
ADDITIOAL OTES
POST IT OTE WITH YOUR OTES OR
WRITE OTES I OTEBOOK
A. BROW HEADIG AME AD OTES
POST IT OTE WITH YOUR OTES OR
WRITE OTES I OTEBOOK
WRITE SUMMARY OF OTES HERE
B. BROW HEADIG AME AD OTES
POST IT OTE WITH YOUR OTES OR
WRITE OTES I OTEBOOK
WRITE SUMMARY OF OTES HERE
II.
BLUE HEADIG AME AD OTES
POST IT OTE WITH YOUR OTES OR
WRITE OTES I OTEBOOK
ADDITIOAL OTES
Watching the Video Clips
You will find that you may learn in a variety of ways. Some people learn from reading, some
from listening, some from seeing and some from doing. With this in mind, you will need to
supplement your reading with other sources of information. Once source you will use will be
video clips that correlate with the reading and our lessons in class. These clips can be found in
two places on the website under useful links. You can either go the UC OPEN ACCESS site or
the HIPPO CAMPUS site. Navigate to AP US History and then view the appropriate lessons. The
lessons are organized in chronological order just like your textbook. After you read a chapter in
the textbook, go to the website you choose and watch the clips which match up with what you
read. Use the table of contents in your text to match up with the clips on your chosen site. As you
watch the videos, you may pause them, watch them as many times as you like, or even read the
text version by selecting the text tab. You should take notes while you watch and add these notes
to the additional notes section of your notebook. You do not have to write down things you
already wrote down when reading the text.
Completing the Reading Guides
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
better 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 reading guides. During the year, we will complete these
questions in class in small groups. I will be checking these guides the first week of class for a
grade.
Reviewing the Study Guides
I have attached the study guides for the first three chapters to this assignment. You are
responsible for all of the information from the text, delivered in the lectures and from the study
guides. In order to assist with this task, I have provided you with a list of all of the key terms and
essay questions which have appeared on previous exams. You can find the definitions for these
terms on the websites listed under the useful links tab. I will also be adding a list of these key
terms and their definitions under the documents tab. The essay questions listed at the top of each
study guide will help you frame to overall main ideas for the chapters. You are responsible for
being able to answer each of these essay questions on your exams. You will find that the key
terms will be used as supporting information to answer the essay questions. I suggest using the
essay questions as topics for your study groups. You can also find the answers to many of these
essay questions on the College Board website listed under useful links.
Completing the Quizzes
After completing your study of the assigned chapters, you will want to check your understanding
of the material. Two websites under the useful links tab will give you access to electronic quizzes
designed for this purpose. The first is the textbook website. Click on the link, go to the student
center, select the appropriate chapter and then click on the quiz. After you finish, you submit your
answers and check to see the areas you still need to review. You follow the same process on the
second site which is the history teacher website. Click on the link and then click on AP US
History Quizzes on the tab at the top. Choose and click the quiz you want to take. This site grades
each question as you answer. These questions will give you a good idea of the types of questions
you will see on your exams.
Reading the Supplemental Texts
In addition to reading the first three chapters in the textbook, you will also be required to read the
first chapter and through page 59 in the second chapter of the first supplemental text. The title of
the book is “Don’t Know Much about History: Everything You Need to Know About American
History But Never Learned”by Kenneth C. Davis. You will also need to read the first three essays
in the second supplemental text. The title of the second book is “A People’s History of the United
States 1492 – Present” by Howard Zinn. You will need to purchase a copy of the Davis book for
your personal use throughout the school year or check it out from the public library. I have posted
a link to the online version of the Zinn book under the useful links tab. These books are very easy
to read as compared to our textbook, and provide an interesting and sometimes humorous look at
American history from the perspective of noted historians. It is critical for you to be exposed to a
variety of historical interpretations. It is very important that you begin to understand that the
study of history is much less the study of definitive facts, but rather the study of historical
interpretation. I will spend very little time trying to convince you of a given historical
perspective, but will instead teach you to read, analyze and evaluate a variety of historical
interpretations and sources of information in order for you to form your own opinions and
interpretations that you can support with evidence you have gathered. That’s right! I actually
want you to think on your own and argue and support your own opinions! The updated paperback
version of the Davis book was first published in 2003 by Harper Collins and later by Perennial in
2004. The ISBN number is 0-06-008382-4. The book cost $14.95 brand new in its paperback
version and is available at most major book sellers, but is available for much less online at
various dealers such as Amazon.com. I have seen it for prices ranging from $4 to $15, used to
new, in both paperback and hardcover editions. You do not need to take notes while reading these
books. Instead, you will need to participate in an online discussion with your classmates on the
website. I have provided you with a posting topic in the discussion area of the website for each of
the chapters and appendices in the Davis supplemental text and a posting topic for each of the
essays in the Zinn supplemental text requiring you to post a response to a given question and to
also comment on the response of at least one of your peers. Your comments should be
appropriate, but please do not hesitate to agree or disagree. Make sure you support your
arguments with evidence from your study. You are expected to complete the reading
assignments in these books and complete your online responses for chapter one only in the
Davis book and for the first three essays in the Zinn book, prior to the first day of school.
Please email me or leave me a message on the discussion area if you have any questions
regarding these books.
The Weekly Schedule
One of the biggest challenges of taking AP and advanced coursework is learning to organize and
structure your preparation time. Normally, colleges tell you that you should spend three hours
outside of the classroom studying for every hour you spend in the classroom. Since high school
requires you to attend additional classroom hours, we try to cut down on this number a bit. I
expect you to spend seven hours per week preparing for APUSH outside of the classroom.
This seven hour figure should be the same for any other AP courses you take. Advanced courses
normally take five hours per week, and regular courses take two to three hours per week. You
also need to plan for a minimum of eight hours per day for sleep, two hours per day for at least
three meals (30 min breakfast, 30 min lunch, and 1 hour dinner), travel time to and from school
and time to shower, etc. Add to this the hours needed for any extracurricular activities, church, a
job and social time. Using these guidelines, you need to construct a seven day, twenty-four hours
per day schedule for an average week. The schedule should be color coded, using one color per
activity, on one piece of 8 ½ by 11 paper. Do not place doctor’s appointments, other
appointments or other one-time events on the schedule. In other words, this is not a calendar for
each individual day. It is a general schedule which will help you plan your time on a regular
basis. You will be expected to submit this schedule on the first day of school, and revise it on a
regular basis. See the next page for an example.
Monday
10pm-6am
Sleep
Tuesday
10pm-6am
Sleep
Wednesday
10pm-6am
Sleep
Thursday
10pm-6am
Sleep
Friday
10pm-6am
Sleep
Saturday
10pm-6am
Sleep
Sunday
10pm-6am
Sleep
6-7am
Shower and
breakfast
7-7:30am
Travel time
6-7am
Shower and
breakfast
7-7:30am
Travel time
6-7am
Shower and
breakfast
7-7:30am
Travel time
6-7am
Shower and
breakfast
7-7:30am
Travel time
6-7am
Shower and
breakfast
7-7:30am
Travel time
7:30-8:00am
Meet with
teachers,
study groups
7:30-8:00am
Meet with
teachers,
study groups
7:30-8:00am
Meet with
teachers,
study groups
7:30-8:00am
Meet with
teachers,
study groups
7:30-8:00am
Meet with
teachers,
study groups
6-7am
Shower and
breakfast
7-7:30am
Personal
time
7:30-8am
Personal
time
6-7am
Shower and
breakfast
7-7:30am
Personal
time
7:30-8am
Personal
time
8:00am –
2:30pm
classes and
lunch
8:00am –
2:30pm
classes and
lunch
8:00am –
2:30pm
classes and
lunch
8:00am –
2:30pm
classes and
lunch
8:00am –
2:30pm
classes and
lunch
8:00am12:00pm
Catch up on
Studying
Time
8:00am12:00pm
Family
Time
2:30-5:30pm
After school
activities
2:30-5:30pm
After school
activities
2:30-5:30pm
After school
activities
2:30-5:30pm
After school
activities
2:30-5:30pm
After school
activities
5:30-6:30pm
Dinner
5:30-6:30pm
Dinner
5:30-6:30pm
Dinner
5:30-6:30pm
Dinner
5:30-6:30pm
Dinner
12:005:30pm
lunch and
job
5:30-6:30pm
Dinner
12:005:30pm
lunch and
job
5:30-6:30pm
Dinner
6:3010:00pm
Study Time
6:3010:00pm
Study Time
6:3010:00pm
Study Time
6:3010:00pm
Study Time
6:3010:00pm
Study Time
10pm-12am
Sleep
10pm-12am
Sleep
10pm-12am
Sleep
10pm-12am
Sleep
10pm-12am
Sleep
6:3010:00pm
Personal
Time
10pm-12am
Sleep
6:3010:00pm
Personal
Time
10pm-12am
Sleep
The schedule listed above is just an example of the one you will construct. Your schedule will
need to be complete, time specific and color coded. If you have any questions, please email me.
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
Pre-Columbian Societies
Chapter 1 pages 2-9
1. Compare and contrast the civilizations of the orth with the Civilizations of
the South.
Civilizations of the orth
Civilizations of the South
2. Why do historians disagree about whether or not the study of history is an
exact science? ________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
What is historical interpretation? ___________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Why is it important to treat history as an inexact science?_______________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Transatlantic Encounters and Colonial Beginnings
Chapter 1 pages 9-23
1. What motivated Europe to look westward?
2. Why were Columbus’ voyages significant? _____________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Describe the explorations and settlements of the Spanish. How did they treat
the atives? What did they learn from the atives? What effect did they
have on the Americas?
Explorations
Settlements
Treatment of ative Americans
Impact on America
Learned from ative Americans
4. Explain the origins of the African slave trade and the growth of the trade.
Origins
Growth
Chapter 1 pages 23-30
1. What motivated the English and the French to get involved in exploration?
English
French
2. Describe the explorations and settlements of the English. How did they treat
the atives? What did they learn from the atives? What effect did they
have on the Americas?
Explorations
Settlements
Treatment of ative Americans
Impact on America
Learned from ative Americans
3. Describe the explorations and settlements of the French. How did they treat
the atives? What did they learn from the atives? What effect did they
have on the Americas?
Explorations
Settlements
Treatment of ative Americans
Learned from ative Americans
Impact on America
4. Describe the explorations and settlements of the Dutch. How did they treat
the atives? What did they learn from the atives? What effect did they
have on the Americas?
Explorations
Settlements
Treatment of ative Americans
Impact on America
Learned from ative Americans
Transatlantic Encounters and Colonial Beginnings
Chapter Two pages 32-40
1. Describe the difficulties faced by the settlers of Jamestown?
2. What ultimately saved the settlements of the Chesapeake? ________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Where did they learn these agricultural techniques? ___________________________
________________________________________________________________________
________________________________________________________________________
3. How did the settlement deal with the shortage of labor? __________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. How did the colony of Maryland differ from the original Chesapeake
Colony?
Maryland
Chesapeake
5. Why was Bacon’s Rebellion significant? _______________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
Chapter 2 pages 40-49
1. How did the settlement of the Plymouth Colony differ from the settlement of
the Chesapeake? How were they similar?
Plymouth
Chesapeake
2. What motivated the creation of the Massachusetts Bay Colony? ___________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
How was it different from the colonies of the Chesapeake?
Massachusetts Bay
Chesapeake Bay
3. Describe the colonies and movements which splintered from the
Massachusetts Bay Colony.
Connecticut Valley
ew Haven
Rhode Island
Anne Hutchinson
ew Hampshire
Maine
4. What difficulties did the colonists have with the atives? How did the natives
assist them?
Difficulties
Assistance
Chapter 2 pages 49-63
1. Describe the motivations behind the creation of each of the Restoration
Colonies. Compare and contrast these colonies with each other and the
colonies which were settled earlier. You may want to construct a chart.
English Civil War
ew York
Carolinas
ew Jersey
Pennsylvania
Delaware
2. Describe the settlements in the Caribbean. Why were they so unstable? How
did they impact the settlement of the Americas?
Caribbean Settlement
Instability Causes
Impact on America
3. What lead to the founding of the colony of Georgia?
4. What lead to the conflict between the British and atives?
5. Describe the evolution of the British Empire. How did the settlers respond to
this reorganization? How did the King respond to the settlers?
Evolution of Empire
Settlers Respond
King Responds
A.P. U. S. HISTORY: CHAPTER 1 STUDY GUIDE: PLEASE ASWER THE
FOLLOWIG WITH A THESIS STATEMET AD A BRIEF OUTLIE:
1. In what ways was the early history of the Americas a Red, White, and Black
collision?
2. Compare and contrast England’s early efforts at colonization to Spain’s. Be sure to
take into account the incentives and sequence of events.
PLEASE FID THE HISTORICAL SIGIFICACE OF THE FOLLOWIG:
Richard Hakluyt
Enclosure movement
English Reformation
Merchant Capitalist
Calvinist Puritans
Mercantilism
Church of England
Coureurs de bois
“Separatists”
Sir Francis Drake
st
Elizabeth 1
Spanish Armada
Roanoke
James 1st
Sir Humphrey Gilbert
Sir Walter Raleigh
Plantations
Utopia
A.P. U. S. HISTORY: CHAPTER 2 STUDY GUIDE: PLEASE ASWER THE
FOLLOWIG WITH A THESIS STATEMET AD A BRIEF OUTLIE:
1. “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?
2. Discuss the interaction between culture and the environment in developing the
American culture.
PLEASE FID THE HISTORICAL SIGIFICACE OF THE FOLLOWIG:
London Company
“patroonships”
Fundamental Orders
“Starving time”
William Penn
King Phillip’s War
House of Burgesses
Oglethorpe
Quakers
Lord Baltimore
Jamestown
John Rolfe
Headright system
John Smith
Indentured servants
Sugar cultivation
Tobacco
Powhatan
Plymouth Plantation
Sir William Berkeley
Pocahontas
Puritans
Bacon’s Rebellion
Toleration Act
“Freemen”
Separatists
William Bradford
Anne Hutchinson
“Theocracy”
“Saints”
Pequot War
“City upon a hill”
Mayflower Compact
Squanto
James River
Thomas Hooker
John Winthrop
Roger Williams
Plymouth
John Cotton
Navigation Acts
Mercantilism
“The elect”
Glorious Revolution
Sir Edmund Andros
Hudson River
Dominion of New England
Leisler’s Rebellion
New Amsterdam
“Inner light”
Philadelphia
A.P. U. S. HISTORY: CHAPTER 3 STUDY GUIDE: PLEASE ASWER THE
FOLLOWIG WITH A THESIS STATEMET AD A BRIEF OUTLIE:
1. In the seventeenth century, New England Puritans tried to create a model society. What
were their aspirations and to what extent were those aspirations fulfilled during the
seventeenth century?
2. “Throughout the Colonial period, economic concerns had more to do with the settling of
British North America than did religious concerns.” Assess the validity of this statement with
specific reference to economic and religious concerns.
3. Analyze the extent to which religious freedom existed in British North American colonies
prior to 1700.
PLEASE FID THE HISTORICAL SIGIFICACE OF THE FOLLOWIG:
Congregationalism
William and Mary
“Visible saints”
Patriarchy
Town meetings
Scotch-Irish
“Covenant”
The Great Awakening
Dutch
Harvard
Patroonships