Advanced Placement United States History (APUSH) Ms. LoVette Foley High School Dear Student, Welcome to the start of your Advanced Placement opportunities at Foley High School. Since you are entering the 10th grade as a first time AP student, you must understand you have entered a course that is designed for a college freshman…meaning that this course holds academic rigor (high expectations with a high level of difficulty). I am proud of you for signing up for this class and I look forward to guiding you through the lessons. AP courses will help you grow as an individual. You will learn study skills, time management, and academic endurance as the year progresses. If compared to a race, APUSH is NOT a sprint; it is a marathon from August to May. Our endurance will be tested at times, but just like a race it will have its benefits once you cross the finish line. You are racing against yourself and the results are up to you. I hope at the end you will say, “That was hard, but it was worth it!” For our summer work, I have four areas that are due the first day you are in my class. 1. Working Vocabulary 2. Reading Identification List 3. Maps 4. Summer Excursion All the above must be hand-­‐written and neatly presented. If you mess up on a map, it is up to you to figure out how to re-­‐do the map. Use your problem solving skills to locate answers and your creativity or organizational skills to decide how to present your work in a neat packet. You will also need to study these lists and maps over the summer for a test the first week back. So, let’s get started with SUMMER and remember to work on your APUSH assignments as you go! Ms. LoVette APUSH Teacher, Foley High School # 1 WORKING VOCABULARY The first set of words to be defined is called a WORKING VOCABULARY. These are words that you need to know in order to understand what you read in an AP class. It helps you to “work” the document or text book by giving you an understanding of what the author is trying to say by using that particular word. For example: If you read that the “indigenous people of the America’s were diverse in their ideology and culture” or that many “tended to have a matrilineal family structure,” you will not be able to “work” these sentences into your historical thinking skills if you do not understand “indigenous” or “matrilineal.” Examine the vocabulary format model below for “Autonomy” and “Diplomacy.” Autonomy - the right or condition of self-government, to govern
oneself, self-determination, any state that governs itself
Diplomacy – conduct by government officials of negotiations and other
relations between nations.
Now examine the rules for your working vocabulary pages-­‐ Vocabulary Rules using the example above as a model: 1. Must be handwritten. 2. Must be in correct format. Notice the underlined vocabulary word and how the definition/explanation is indented under the word. ALL VOCABULARY SHOULD FOLLOW THIS FORMAT. 3. Locate a definition or definitions that help you understand the meaning of the word. The definitions in the model reflect several online definitions given by several sources. Heading for the Working Vocabulary paper: Working Vocabulary for Period 1 1. Matrilineal 4. Navigation 2. Patrilineal 5. Indigenous 3. Assimilation 6. Ideological 7. subjugate 14. Mesoamerica 8. Injustice 15. autocracy 9. Immunity (physical) 16. confederation 10. colonization 17. monarchy/monarchial 11. democracy 18. maritime economy 12. savage/primitive 19. agricultural economy 13. nomadic 20. capitalism #2 Reading IDENTIFICATION List Reading Identification Lists for APUSH will follow the same rules as the Working Vocabulary. Reading Identification will be names, people, actions, laws, court cases, etc. that will be a part of the reading assignments. These are longer in length than your Working Vocabulary and should consist of three to four well written sentences that YOU have put together from the information in your book. Here is a formatted model of an identification word: Encomienda System – a system used by the Spanish to control and regulate American
Indian labor and behavior during the colonization of the Americas in the 1500’s. The Spaniard
would receive a grant from the King of Spain to control a certain land area AND its native
inhabitants The Spanish land owner would then use the native for labor on his land or in local
mines. In return the land owner would “care” for them by offering them protection and
instruction in Christianity.
Your first group of Reading Identification Words are from the first chapter of the main book we will use this year from AMSCO. This chapter is attached to the end of this packet. If the book does not give enough information or contains NO information for the identification word, you may use outside sources for your identification. Heading for your Reading Identification paper: Reading Identification for Period 1, Chapter 1 1. Protestant Reformation 16. Valladolid Debates 2. Renaissance 17. New Laws of 1542 3. Printing Press 18. St Augustine, Florida 4. The Crusades – brief definition 19. Treaty of Tordesillias 5. Prince Henry the Navigator 20. Jacques Cartier 6. Portugal in the Age of Exploration 21. Samuel de Champlain 7. Ferdinand and Isabella of Spain 22. Henry Hudson 8. Columbian Exchange 23. Hudson River 9. Maize 24. John Cabot 10. Conquistadors 25. Queen Elisabeth I 11. Encomienda System 26. Defeat of the Spanish Armada (use 12. Asiento system outside source) 13. Bartolome’ de Las Casas 27. Colony at Roanoke (Roanoke Colony) 14. Juan Gines de Sepulveda 28. Fall line 15. Rigid class system # 3 MAPS Map 1: USA Physical Map Neatly label the following geographical features of your map with a black pen: Appalachian Mountains Hudson River Rocky Mountains Mississippi River Great Plains Ohio River Chesapeake Bay Rio Grande River St. Lawrence River Map 2: Colonial America READ ALL Instructions BEFORE beginning. Plan how to complete your map neatly and accurately. For example – If you have large handwriting, you may need to use lines/arrows that point to the area of the map you are labeling. Coloring it first can often hinder labeling. DO NOT USE MAGIC MARKERS unless fine tipped for labeling. Neatly label the following with a black or blue pen: 1. Label all 13 colonies with their “State” name 2. Locate the following early towns on the Atlantic Coast that are marked with capital letters A-­‐F: St. Augustine Charleston Jamestown Boston Plymouth Savannah 3. Label Chesapeake Bay 4. The American colonies are divided into regions historically -­‐ New England Colonies, Middle Colonies and Southern Colonies. Color each region a different color and create a map legend/key for the regions. 5. Research the Chesapeake Colonies and locate them on the map. Highlight or outline the border of the two Chesapeake Colonies. 6. CAREFULLY draw in the Appalachian Mountains. (Use the USA Physical Map in this packet for help.) 7. Research the fall line of the eastern side of North America. Accurately label the fall line by marking the line with a dotted mark “-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐“ #4 Summer excursion of your own 1. Visit a historical site during your summer holiday. The site could be your grandmother’s house, a museum, a family farm, a well known battle field, etc. This will take some planning! Local history is just as great as history from far away. • Foley has the Holmes Medical Museum that is downtown and its free. OR, have you ever researched the history of Foley? Now is the time! • A relative’s house such as grandmother’s house can hold a wealth of information. Ask them if they have any information about your family from the past. Or, interview the oldest living family member about their childhood. What was it like when she/he was a teenager? What were their favorite shows, songs, movie stars? • Mobile National Cemetery, 1202 Virginia Street, holds a lot of interesting Civil War history. There are Apache Indians buried there! Or, what about the African American Heritage Trail of Mobile? You can find information about those tours online. • Fort Mims Massacre – Baldwin County • Use your imagination to find a place to explore or a person to interview. 2. Take pictures if you can and journal your findings so you can share “history” with us after school starts again.