AP European History 2016-2017
Ms. Lisa Helfrich—[email protected]
Needed materials and supplies for summer reading assignments:




A History of Western Society by John McKay 11th edition for AP ISBN 9781457642210
All Quiet on the Western Front By Erich Maria Remarque ISBN 9780449213940
Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland By Christopher Browning ISBN
9780060995065
1 spiral bound notebook (Ordinary Men Journal Assignment)
Assignments: You must complete activities 1, 2, 3, and 5. Activity 4 is optional for extra credit.
1. Read and take notes for chapter 11 (pages 322-355) in A History of Western Society. I will collect this work the first
day of class.
1. Complete page Chapter 11 page 354 study questions.
 Identifying Key Terms (create flashcards)
 Review the Main Ideas (Answer in complete sentences)
2. Read All Quiet on the Western Front
1. Available online for FREE:
http://explainallquietonthewesternfront.weebly.com/uploads/2/4/7/2/24722875/all_quiet_on_the_wester
n_front.pdf
3. Complete the attached All Quiet on the Western Front Study Guide
1. Access the study guide online: http://www.glencoe.com/sec/literature/litlibrary/pdf/all_quiet.pdf
2. Complete pages 1-24 of the study guide. Answer in complete sentences.
3. You should print out the study guide and answer the questions directly. I will be collecting the study guide
the second week of class when you return to school in August.
4. Create flashcards for the vocabulary building section of the study guide.
4. (EXTRA CREDIT--OPTIONAL)Read and ANNOTATE Ordinary Men: Reserve Police Battalion 101 and the Final Solution
in Poland AND complete a two paged journal response for each of the chapter reading assignments below: You
responses can be handwritten or typed (single space). I will collect this work the second week of class. STUDENTS
WHO ELECT TO COMPLETE THIS READING AND JOURNAL ASSIGNMENT WILL RECEIVE A 10% BONUS ON THEIR FIRST
TEST FOR THE SEMESTER!
1. Assignment 1—Ordinary Men, Chapter 1-4
2. Assignment 2—Ordinary Men, Chapter 5-8
3. Assignment 3—Ordinary Men, Chapter 9-11
4. Assignment 4—Ordinary Men, Chapter 12-14
5. Assignment 5—Ordinary Men, Chapter 15-17
6. Assignment 6—Ordinary Men, Chapter 18
5. Complete each of the attached maps. The first map is circa 1500 CE Western Europe; the second map is circa 1800
CE Western Europe; the third map is circa 1950 CE Western Europe. You need to know where each of the listed
geographical regions is located for each of the time periods represented in the maps. You should also be able to
discuss the changes that occurred over the centuries. You will be tested on each of the map on the third day of
class.
Spain
Poland
Ireland
Persian Empire
France
Hungary
Saxony
Elbe River
England
Adriatic Sea
Vienna
Low Countries
Italy
Rhone River
Germany
Warsaw
Papal States
North Sea
Lithuania
Cologne
Turkish Empire
Baltic Sea
Russian Em.
Loire River
Waterloo
Portugal
Moscow
Confederation of the Rhine
Madrid
St Petersburg
Switzerland
Berlin
Austrian Empire
Venice
Prussia
Strait of Gibraltar
English Channel
Westphalia
East Germany
Romania
Switzerland
London
British Zone
West Germany
Yugoslavia
Belgium
USSR
U.S Zone
Berlin
Bulgaria
Amsterdam
Countries of NATO
French Zone
Czechoslovakia
Albania
Geneva
Warsaw Pact
Poland
Austria
Danube River
Neutral Zone
Hungary
Munich
Verdun
Russian Zone
Name______________________
Summer Homework
AP U.S. History
Textbook
America’s History, 8th Edition, 2014 (For the AP Course)
Bedford – St. Martin’s
978-1-4576-7382-5
The following assignments are due the first day of class.
1. Be able to successfully label each state on a blank map of the United States.
2. Identify, define, and explain each of the nine Historical Thinking Skills. These nine skills can be found in the textbook on
pages xxxviii (preface 38) – xli (preface 41).
3. Thoroughly read pages xxxviii (38) – li (51).
4. Read Chapter 1. Thoroughly identify and explain the Key Concepts and Events, Key People, and answer the Review
Questions on page 37.
5. Complete the Concept Outline for Period 1 (1491-1607). Follow the directions of the outline and complete it thoroughly.
APUSH 2016
Name _____________________________________
College Board Concept Outline:
Period 1: 1491 to 1607
Directions: The Concept Outline below presents the required concepts and topics that students need to understand for the APUSH test. The statements in the outline
focus on large-scale historical processes and major developments. Our course has focused on specific and significant historical evidence from the past that illustrate each
of these developments and processes. Complete each table on the outline below by choosing two specific examples of relevant historical evidence that illustrate the
concepts in greater detail. You may choose from among the ones provided OR provide one of your own. Define or describe the example and explain its significance to the
thesis statement directly above the box.
Key Concept 1.1
As native populations migrated and settled across the vast expanse of North America over time, they developed distinct and increasingly complex societies by adapting to
and transforming their diverse environments.
I.
Different native societies adapted to and transformed their environments through innovations in agriculture, resource use, and social structure.
A.
The spread of maize cultivation from present-day Mexico northward into the present-day American Southwest and beyond supported economic
development, settlement, advanced irrigation, and social diversification among societies.
Examples: Pueblo, Navaho (Navajo)
Example
Definition/Description
Significance to the Thesis
Pueblo
Navajo
B.
Societies responded to the aridity of the Great Basin and the grasslands of the western Great Plains by developing largely mobile lifestyles.
Examples: Sioux, Apache
Example
Definition/Description
Significance to the Thesis
C.
In the Northeast, the Mississippi River Valley, and along the Atlantic seaboard some societies developed mixed agricultural and hunter–gatherer
economies that favored the development of permanent villages.
Examples: Iroquois Confederacy of the Northeast; Creek, Chocktaw, or Cherokee of the Southeast
Example
D.
Definition/Description
Significance to the Thesis
Societies in the Northwest and present-day California supported themselves by hunting and gathering, and in some areas developed settled communities
supported by the vast resources of the ocean.
Examples: Chinook, Nez Perce, Shoshone
Example
Definition/Description
Significance to the Thesis
Key Concept 1.2
Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange and significant social, cultural, and political changes on both sides of the
Atlantic Ocean.
I.
European expansion into the Western Hemisphere generated intense social, religious, political and economic competition and changes within European societies.
A.
European nations’ efforts to explore and conquer the New World stemmed from a search for new sources of wealth, economic and military competition,
and a desire to spread Christianity.
Examples: “3 Gs”: Gold, God, and Glory, founding of St. Augustine (1565), Northwest Passage, Roanoke Island
Example
B.
Definition/Description
Significance to the Thesis
The Columbian Exchange brought new crops to Europe from the Americas, stimulating European population growth, and new sources of mineral wealth,
which facilitated the European shift from feudalism to capitalism.
Examples: Introduction of corn, potatoes, and tomatoes to Europe, growth of European nation-states
Example
Definition/Description
Significance to the Thesis
C.
Improvements in maritime technology and more organized methods for conducting international trade, such as joint-stock companies, helped drive
changes to economies in Europe and the Americas.
Examples: Caravel, sextant, joint-stock trading company
Example
II.
Definition/Description
Significance to the Thesis
The Columbian Exchange and development of the Spanish Empire in the Western Hemisphere resulted in extensive demographic, economic, and social changes.
A.
Spanish exploration and conquest were accompanied and furthered by widespread deadly epidemics that devastated native populations and by the
introduction of crops and animals not found in the Americas.
Examples: Spread of smallpox; European introduction of horses, rice, wheat, and oxen to the New World; bison hunting on the Great Plains
Example
Definition/Description
Significance to the Thesis
B.
In the encomienda system, Spanish colonial economies marshaled Native American labor to support plantation-based agriculture and extract precious
metals and other resources.
Examples: Sugar plantations, silver mines, Black Legend
Example
C.
Definition/Description
Significance to the Thesis
European traders partnered with some African groups who practiced slavery to forcibly extract slave labor for the Americas. The Spanish imported
enslaved Africans to labor in plantation agriculture and mining.
Examples: Line of Demarcation, Middle Passage
Example
D.
Definition/Description
Significance to the Thesis
The Spanish developed a caste system that incorporated, and carefully defined the status of, the diverse population of Europeans, Africans, and Native
Americans in their empire.
Examples: Mestizo, Zambo, mulatto
Example
Definition/Description
Significance to the Thesis
III.
In their interactions, Europeans and Native Americans asserted divergent worldviews regarding issues such as religion, gender roles, family, land use, and power.
A.
Mutual misunderstandings between Europeans and Native Americans often defined the early years of interaction and trade as each group sought to
make sense of the other. Over time, Europeans and Native Americans adopted some useful aspects of each other’s culture.
Examples: African religious traditions combined with Christian traditions, Maroon communities
Example
B.
Definition/Description
Significance to the Thesis
As European encroachments on Native Americans’ lands and demands on their labor increased, native peoples sought to defend and maintain their
political sovereignty, economic prosperity, religious beliefs, and concepts of gender relations through diplomatic negotiations and military resistance.
Examples: Spanish mission system, Juan de Onate, Acoma War and defeat of the Pueblo (1599)
Example
Definition/Description
Significance to the Thesis
C.
Extended contact with Native Americans and Africans fostered debate among European religious and political leaders about how non-Europeans should
be treated, as well as evolving religious, cultural, and racial justifications for the subjugation of Africans and Native Americans.
Examples: Juan de Sepulveda, Bartolome de Las Casas, communal nature of land, private vs. public ownership of land, animism
Example
Definition/Description
Significance to the Thesis
Summer Homework AP Government
In order to prepare for the AP US Government and Politics class, you will be required to complete the following summer assignment.
There are multiple components, so please take care to read the directions carefully. Contact me with any questions at
[email protected] or 805.279.8571.
1. U.S.
Constitution
–
Read
the
entire
constitution
and
look up any words or phrases you do not understand.
Prepare
an
outline
of
the
entire
document
including
amendments.This should be around 3-4 pages long.
2. Current
Events‐
You
are
required
to
collect
5
newspaper, magazine, or internet articles that pertain to US Government and
complete the one attached form for each article. Make sure that you answer
the
questions
on
the
form
completely.
The articles you collect should span the summer months and not all
be from the same week (or month).
3. Vocabulary ListYou will be using key vocabulary all year, so you will be required to make note cards for each of the attached
terms. Make these neat and keep them all together, you will be using them all year.
4. Supreme Court Case ListWith the attached court case list, group the cases by common theme (reproductive rights: Roe v. Wade and
such) or by common amendment (such as all cases that use the First Amendment). Explain each of your
groupings.
Current
Event
Name______________________________________________
Date____________________________
Source_____________________________________________
Date
of
Article_________________
Purpose: One sentence description of the article.
Summary
Summarize
the
current
event
(in
your
own
words).
Impact:
What
is
the
impact
of
the
current
event
on
the
nation,
state,
or
local
community?
Opposing Views:
Every
story
has
another
side. What
arguments
or
issues
might
be
presented
that
do
not
support
the
current
view? Are
you
getting
the
whole
story?
Values: (What impact will this have on you personally?)
Vocabulary List: AP Government and Politics
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.
28.
29.
30.
31.
Inherent powers
Grassroots lobbying
Caucus
Block grants
Mandatory spending
Oversight
Dealignment
Fiscal policy
General election
Closed primary
Motion for cloture
Super PAC
Federalism
Political socialization
Expressed powers
Lame duck period
Midterm election
Franking privilege
Lobbying
Party polarization
Amicus curiae
Judicial activism
Horse race journalism
Casework
Issue network (iron triangle)
Political party
Gerrymandering
White House staff
filibuster
Executive order
Critical elections
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
63.
64.
65.
Pork barrel spending
Entitlements
Original intent
Logrolling
Monetary policy
Selective incorporation
suffrage
Fiscal federalism
Writ of certiorari
Litigation
Uncontrollable spending
Political efficacy
Gender gap
Single-member districts
Pocket veto
Redistricting
Independent expenditures
Policy Agenda
Cooperative federalism
Stare decisis
devolution
Demographics
Political culture
Divided government
Open Primary
PAC
Judicial review
Categorical grants
Interest group
pluralism
Unfunded mandate
Implied powers
incumbent
Realignment
A.P. United States Government
Supreme Court Case List
Marbury v. Madison (1803)
Lemon v. Kurtzman (1971)
McCulloch v. Maryland (1819)
New York Times v. United States (Pentagon Papers
Case) (1971)
Gibbons v. Ogden (1824)
Barron v. Baltimore (1833)
Reynolds. V. United States (1879)
Plessy v. Ferguson (1896)
Schenck v. United States (1919)
Gitlow v. New York (1925)
Near v. Minnesota (1931)
Korematsu v. United States (1944)
Brown v. Board of Education (1954) and Brown II (1955)
Mapp v. Ohio (1961)
Baker v. Carr (1962)
Engel v. Vitale (1962)
Gideon v. Wainwright (1963)
Heart of Atlanta Motel v. United States (1964)
New York Times v. Sullivan (1964)
Wisconsin v. Yoder (1972)
Furman v. Georgia (1972)/Gregg v. Georgia (1976)
Miller v. California (1973)
Roe v. Wade (1973)
Buckley v. Valeo (1976)
Regents of the University of California v. Bakke (1978)
Hazelwood School District v. Kuhlmeier (1987)
Texas v. Johnson (1989)
Webster v. Reproductive Health Services (1989)
Oregon v. Smith (1990)
Planned Parenthood v. Casey (1992)
United States v. Lopez (1995)
Gratz v. Bollinger (2003) and Grutter v. Bollinger (2003)
Hamdi v. Rumsfeld (2004)/ Hamdan v. Rumsfeld (2006)
Griswold v. Connecticut (1965)
District of Columbia v. Heller (2008)/McDonald v.
Chicago (2011)
Miranda v. Arizona (1966)
Citizens United v. Federal Election Commission (2010)
Tinker v. Des Moines School District (1969)