APUSH SUMMER WORK
June – August 2016
Teacher Contact:
Mrs. Crawford (outgoing teacher) [email protected]
Mrs. French (incoming teacher) [email protected]
What follows are the assignments you must complete in order to hit the ground running in APUSH. We have a VERY
busy but fun year ahead of us! Thank you for accepting the challenge and I am looking forward to AUGUST! 
TASK ONE: FILL OUT AND BRING WITH YOU TO CLASS ON THE FIRST DAY
Student Name: ____________________________________________
Student Number: __________________________________________
My parents (or guardians) and I understand the following:
1. They must purchase the REQUIRED review guide for this course. It is called United States History: Preparing for
the Advance Placement Examination 2015 edition. At the time of this writing it could be purchased in numerous
places including:
a. Online at www.amscopub.com for a cost of about $27 for both shipping and taxes.
b. Online at www.amazon.com for a cost of about $19 with taxes. Shipping depends on any deals that may
be available at the time of purchase or if you are a prime member.
c. You can order it at Barnes and Noble or online for $25.
2. That Advanced Placement United States history is a course that will be taught at a college level, and will involve
a greater measure of time, effort, self-discipline, initiative, flexibility and curiosity to complete successfully than
many other courses offered at the high school level.
3. That the student must take the APUSH exam May 5th at 8 am or they will receive an “F” for the final quarter of
the year.
4. That the student must have, in their family’s possession, a functional computer with internet connectivity that is
consistently operational.
5. That the major foci of this course is reading, interpretation, and writing within the context of United States
history, and that as such, there will be a great deal of each.
6. That ALL assignments will be completed prior to class on the assigned due date.
7. That class participation is REQUIRED, not optional.
8. That summer work MUST be completed over the summer.
9. That the student will be reassigned to Honors US History due to:
a. Unexcused or frequent absences
b. Failing grades
c. Not accomplishing homework and/or preparation
d. Discipline issues
10. That weekend and holiday work will be assigned.
11. That if class is missed, it is the student’s responsibility to get the missed assignments via Mrs. French’s website,
students in class, or Mrs. French if all else fails!
____________________________________________
Student Signature
____________________________________________
Parent/Guardian Signature
TASK TWO: READ OVERVIEW OF RESOURCES
TEXTBOOK
A key to success in APUSH is a complete and close reading of The Enduring Vision and following along in your review
book. Our book begins with an attention-getting anecdotal story that leads into a general thesis for the chapter, usually
in the final paragraph of the introduction. Also, the focus questions provided in the text alert you to key issues in the
time period. Following this is a Main-Chapter Section (in a magenta font) that is where the author is attempting to
prove his thesis by providing evidence. This is followed up by Sub-Section Headings (in a red font) which each are pieces
of evidence that help support the thesis. Within each chapter is a yellow section called Going to the Source or a blue
section called Beyond America: Global Interactions. These sections are not to be skipped, as many of them contain
information required in the U.S. History Curriculum Framework. The process of creating this habit will help you
recognize that broad statements are supported by specific examples and move you away from memorization and
towards a more complex understanding of how specific factual information fits into a broader historical context. Also,
when asked in evaluations at the end of the year to offer advice to next year’s class, students most commonly say,
“Actually READ the textbook!” I could NOT give you better advice!!
REVIEW BOOK
The best review book I have found so far that follows the APUSH format is United States History: Preparing for the
Advanced Placement Examination 2015 edition. Previous AP US History review books will no longer help you, as the
entire test has been changed as of the 2015 examination. You need a review book that will follow the new format, and
this book does just that! Make sure you order one THIS SUMMER!
TEACHER WEBSITE
On the teacher’s webpage, you will be provided with a PowerPoint for EVERY chapter we cover for the year. It is the
expectation that you print out that PowerPoint and have it with you for the day’s lecture, if one is scheduled. I will show
you how to print the PowerPoint out so that three slides fit on each page and also provide you a place to write
additional notes. Also on this website, you will find all due dates and required work posted so that you have a place to
access upcoming assignments, tests, or projects.
REVIEW MATERIALS
In addition to my created PowerPoint lectures, there are numerous resources you can use either to study for upcoming
unit tests or to review for the AP Exam in May.
1. https://apstudent.collegeboard.org/apcourse/ap-united-states-history This website can be used for information
about the course, the exam, test taking tips, and practice questions.
2. http://ap.gilderlehrman.org/ This is the BEST ONLINE SOURCE TO USE all year long and for reviewing for the
test. It provides you with videos, abbreviated primary documents, interactive timelines, and access to
secondary source material. This is a one-stop-place to go to prepare for upcoming unit tests or the AP exam in
May.
3. www.youtube.com
a. John Green US History Crash Course – a very quick and thorough review of material by content or theme
b. American: The Story of US – videos on different time periods in US History
c. Ultimate Guide to the Presidents – an 8 part series that gives a quick overview of each president and the
major domestic and foreign policy initiatives of that time period.
4. http://www.learnerator.com/ap-us-history This site will allow you to practice easy and medium questions for
the APUSH test. It also provides FAQ about the test and outlines. All of this is free, but you can pay a
subscription fee to gain access to explanations about questions you missed, the correct answers, and the more
difficult questions.
5. https://www.khanacademy.org/humanities/history/history-survey/us-history/v/us-history-overview-1jamestown-to-the-civil-war Various videos (three that widely cover the overall content) on US History.
6. http://college.cengage.com/history/lecturepoints/index.html These PowerPoint lectures give you additional
information and reinforce information we cover in class and also give you review questions to think about,
websites to find additional information, and key terms. This is a good review for tests.
7. Additional review books may be helpful, especially to actually study for the exam in May. Some of the best
suggest and highly rated books are discussed for their positive and negative qualities at
http://www.learnerator.com/blog/best-ap-us-history-review-books-2015/ You should pick the book(s) you feel
best aid your understanding of the material.
TASK THREE: DEFINE THE FOLLOWING TERMS
You can use a basic internet search to look up the following terms to define them. Each term needs to be on its own
index card with the word printed on one side and the definition or identification of the word on the other side. These
need to be handwritten. They will count as your Unit 1 notecards.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
Algonquian
Anasazi
Ancestral Pueblo
Asiento System
Aztecs
Bartolome de Las Casas
Catholic (Counter) Reformation
Chiefdoms (in Mezo and South America)
Christopher Columbus
Church of England
Columbian Exchange
Conquistadores
Disease (impact to Native culture)
Encomienda System
Extended Family
Ferdinand and Isabella (importance in trade)
Francisco Pizarro
Henry Hudson
Henry the Navigator
Hernan Cortes
Hohokam
Hopewell
Incas
Iroquois Confederacy
Jacques Cartier
John Cabot
Juan de Onate and Battle of Acoma
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
Juan Gines de Sepulveda
Lakota Sioux
Land Bridge
Mayas
Mesoamerica
Mestizo
New France
New Laws of 1542
New Mexico (in relation to Spanish colonialism)
New Spain
Nuclear Family
Poverty Point
Primogeniture
Protestant Reformation (importance to trade)
Puritans
Reciprocity
Roanoke Island
Samuel de Champlain
Slavery (as related to Native Americas)
Smallpox (impact on Natives)
Spanish Mission System
St. Augustine
Sun Dance
Three-sister farming
Treaty of Tordesillas
Valladolid Debate
Woodland Mound Builders
TASK FOUR: USING YOUR REVIEW BOOK
Please follow the directions below as you begin to use your review book to prepare for not only for your UNIT 1 test, but
also the AP Exam in May.
1. As you are reading the introduction, beginning on page xi and ending at page xxxi, please answer the following
on a sheet of paper:
a. List and describe the nine required historical thinking skills that will be used in APUSH this year.
b. List and describe the nine time periods that will be used in APUSH this year.
c. What are some tips or ideas you can use while taking the multiple choice portion of the AP exam?
d. What are some tips or ideas you can use while taking the short-answer portion of the AP exam?
e. What are some tips or ideas you can use while taking the long-answer portion of the AP exam?
f. What are some tips or ideas you can use while taking the DBQ portion of the AP exam?
2. Now, please just read through pages xxxi to xxxvi to get an idea of the Long Essay and DBQ rubric. This will be
covered intensely this year, so this is just meant to expose you to these ideas for the first time.
3. Finally, please read pages 1 – 13. Then complete the multiple choice on pages 15 – 18 AND complete the shortanswer questions on pages 19 – 20 on a sheet of paper. This will serve as your overview and introduction to
period 1. This period is only 5% of your test so we will not spend much time on this unit.
TASK FIVE: USING THE WEBSITE
VIDEO: Please go to http://ap.gilderlehrman.org/period/1 and watch the 8 minute video that gives an overview of
Period 1. Then using information gathered from BOTH your review book and from the video, give SPECIFIC examples
you discovered that explain the three Key Concepts below.
On a North American continent controlled by American Indians, contact among the peoples of Europe, the Americas,
and West Africa created a new world.
 Key Concept 1.1: Before the arrival of Europeans, native populations in North America developed a wide variety
of social, political, and economic structures based in part on interactions with the environment and each other.
 Key Concept 1.2: European overseas expansion resulted in the Columbian Exchange, a series of interactions and
adaptations among societies across the Atlantic.
 Key Concept 1.3: Contacts among American Indians, Africans, and Europeans challenged the worldviews of each
group.
TIMELINE: This part of the website will give the key events that happened in succession during the time period. Create
a timeline of TEN important events that happened beginning in 1491 and ending in 1607 AND explain why each event is
important to the time period.
DOCUMENTS: This section of the website will discuss and give examples of important primary sources from the time
period. Read Bartolome de Las Casas debates the subjugation of the Indians, 1550 and in a short written response tell
me the following:
 Who wrote the document?
 When was the document written?
 What is the document saying?
 Why is the document important to US history and to the time period we are studying?
ESSAY: This section of the website will give essays written by prominent historians about events that happened in the
time period and their interpretation. This is called historiography. Please read the essay on the Columbian Exchange
and in a short written response tell me the following:
 What is the overall content of the essay?
 What is the author’s point of view regarding the subject?
 Do you agree or disagree with their argument? Why or why not?