AP United States History
Summer Assignment
AP Summer Assignment
Course: AP US History
Assignment title
Date due
Estimated time for completion
Resources needed to complete
assignment
How the assignment will be
assessed
Read and complete vocabulary identifications and paragraphs for Chapters 1-3 in
the American Pageant. Read and complete a Dialectical Journal on an assigned
book.
First day of class
12-16 hours (depending on reading speed)
☒ School assigned textbook
☒ Student purchased book(s)
Bruton High School: Lies My Teacher Told Me: Everything Your
American History Textbook Got Wrong by
James W. Loewen
Grafton High School: Founding Brothers: The Revolutionary
Generation by Joseph J. Ellis
Tabb High School: Founding Brothers: The Revolutionary
Generation by Joseph J. Ellis
York High School: Founding Brothers: The Revolutionary
Generation by Joseph J. Ellis
☐ Other supplies: ____________________________
The American Pageant book work and Dialectical Journal will each count as 50% of
an overall test grade
☒ Review of foundational material/concepts/skills.
☒ Introduce new material/concepts/skills.
Purpose of assignment
☒ Expose students to required material/concepts/skills/texts that
cannot be covered during the academic year.
☒ Have students read material that will be discussed or used in
class at the beginning of the year.
PART I: READ AND COMPLETE IDS AS WELL AS PARAGRAPHS FOR CHAPTERS 1-3
American Pageant Directions
Read chapters 1-3 in the course textbook, The American Pageant. For each chapter that you read, you are to
define the given terms in the provided format (see below). Then you are to respond to the provided questions in
paragraph form (also see below).
ID Format: Be sure you complete each component for every term. View the terms in light of the context in which
you are reading. Thus, in chapter 1 you may be able to define “capitalism” based on your modern understandings,
however, you need to define and explain the significance of capitalism based on the time period being discussed in
the chapter. This may be done in a chart or another organizational method so long as each component is clear. All
term IDs should be in complete sentences. Be concise while providing pertinent information (these are not
paragraphs but may require 2-3 sentences). If you use a source beyond the American Pageant, you must include
that source below your identification (url link is fine). The term components are:
Identification
Who/What/When/Where is this? When writing the ID
portion of the task you are looking for cold hard facts.
This tends to be straight answers from your reading.
However, be sure you are not copying your textbook
word for word. Read and then write your own
sentences.
Significance
Why is this important in history? What impact did it
have? Why do we care? When responding to the
significance portion of the task you are concerned with
historical interpretation. This is critical thinking; it will
not (and should not) come directly from the book.
Paragraph Expectations: Paragraphs should be in complete sentences and should fully and thoughtfully answer
the question. Your responses should draw on your reading of the American Pageant but should not copy its words
directly. If you choose to use an outside source, you must provide the links to your sources.
Chapter 1:
Terms:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Columbian Exchange
Iroquois Confederacy
Atlantic Seaboard
New World
Capitalism
Joint-stock companies
Encomienda System
West African Slave Trade
Pueblo Revolt/Pope’s Rebellion
Cahokia
Marco Polo
Portuguese Navigators
Reconquista
Mestizos
Conquistadores
Paragraphs:
1. Compare and contrast how different native populations in North America developed into complex societies
based on interactions with the environment and with each other.
2. Explain the motives for exploration by European countries and analyze both the positive and negative
impacts this exploration and settlement had on both Europeans and Native Americans as a result of their
interactions.
3. Explain the misunderstandings of Native Americans by the Spanish and Portuguese and discuss the debate
it created regarding appropriate treatment of the Native Americans.
4. What components of Spanish exploration and colonization in the Western Hemisphere changed and which
ones stayed the same from 1492-1769? (hint, consider both North and South America).
Chapter 2
Terms:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Roanoke Island
Five Nations
Captain John Smith
Powhatan’s Confederacy
House of Burgesses
Act of Toleration
Barbados Slave Codes
William Penn
African diaspora
Puritans
Protestant Reformation
Sir Walter Raleigh
Rights of Englishmen
King Nicotine
Tuscarora War
Paragraphs:
1. Why did British colonists and American Indians conflict during the 17th century? What was the outcome
and impact of these conflicts?
2. Compare and contrast the experiences of British exploration and settlement with those of Spain.
3. Why did the need for labor in the British colonies develop and how did it impact the development of the
Chesapeake, southern Atlantic coast, and the British West Indies?
4. Why did the Atlantic slave trade increase? What were its social and economic impacts?
Please continue to the next page.
Chapter 3
Terms
1. Metacom
2. Atlantic World
3. Salutary Neglect
4. Mayflower Compact
5. John Winthrop
6. Roger Williams
7. Fundamental Orders
8. Pequot War
9. New England Confederation
10. Sir Edmond Andros
11. New Netherland
12. Quakers
13. Benjamin Franklin
14. Navigation Laws
15. Anne Hutchinson
Paragraphs
1. Compare and contrast the New England colonies with the Chesapeake and Southern colonies.
2. How and why did relationships between the colonists and Great Britain change from 1619-1700?
3. What caused the demographic, religious, and ethnic diversity in the Middle Colonies?
4. How did the Puritans’ beliefs impact the development of their communities and the settlement of other
New England colonies?
Please continue to the next page.
PART II: Dialectical Journals
Dialectical Journal Directions: Dialectical Journals are a note-taking method that forces you as a reader to engage
in an ongoing conversation with the text. Dialectical Journals are in a two column format where each side contains
a specific function. Using the dialectical journal format as your note-taking method for the book assigned by your
school.
Left Side
Think of this side as though the author is
speaking/writing to you. What key ideas would he/she
say to you? Record the most important ideas or striking
information. This information needs to reflect the
breadth of the book assigned.
• Give a direct quote that is particularly salient or
significant
• Summarize or paraphrase a passage (be sure you
reflect the main idea of the passage)
• Give relevant data and its impact
• For each entry provide page numbers
Right Side
Think of this side as your turn to speak/write to the
author. For each left side entry you must give one of the
responses listed below. Be sure you label your responses
and use a variety of response options (each response
should appear relatively equally). Each response should
be thoughtful and written in complete sentences
• (R) Reactions: Do you agree/disagree with the
author’s argument? Has something in the text
surprised you? Added to your understanding?
Contradicted a previous belief? Be sure to include
statements of WHY you think or reacted in the
manner you did to the text. Consider what
experiences or background information influenced
you.
• (C)Compare/contrast: HOW do this author’s ideas
compare or contrast to what you’ve read, have
learned in history class, or experienced? How did the
passage add to your understanding?
• (S) Significance: Does an event, person, idea
discussed have a larger impact beyond the time
period discussed? Explain its significance to another
time period, person, event, or similar situation to
another country.
• (Q) Questions: These should be higher order
questions that would prompt discussion and cannot
be answered by a simple “yes” or “no”. Offer a
potential, reasonable answer for the question that
you pose.
Dialectical Journal Considerations:
• All work should be in complete sentences
• Each left side entry should have a response. One of the given responses must be used.
• Entries should cover the entire book
• A minimum of 30 entries are required
APUSH Summer Assignment Considerations
1. All work should be typed, printed, stapled, labeled with your name, and ready to be turned in on the first
day of class at the beginning of the class period.
2. Work should be done in 12 point, Times New Roman font with standard margins.
3. Terms and paragraphs from part I should be labeled with the appropriate chapter and numbered.
4. Wikipedia and quizlet are not considered to be an effective source for academic research. Any information
you seek beyond your textbook must be a .org/.edu/.gov source.
5. Late work will not be accepted unless an arrangement was previously made with the teacher.
6. Any work that is not your own (this includes copying from the book, your peers, or the internet) will
result in a zero and infraction.
Part III: Rubrics
Rubric for Ids and Paragraphs
Terms
(3 pts each)
1 point—Id
2 points-significance
Paragraphs
(10 pts each)
Quality of work (15pts)
5 points--Formatting
5 points-- Complete
sentences
5 points--Provides sources
Total score
Ch 1
/100
Ch 2
/100
Ch 3
/100
Total average
score
Rubric for Dialectical Journals
Points
10
8
6
4
2
0
10 points=100%
4 points=70%
Dialectical Journal Expectations
The student included at least 30 entries that cover breadth of the work. Entries demonstrate a
significant variety of commentary, deploying a range of reading strategies to demonstrate
thorough engagement with the text. Annotations are consistently of high quality, demonstrating
keen, unique insight supported with specific commentary and masterful use of the text and
outside information to provide support.
The reader includes at least 30 entries, and these entries cover the breadth of the work. Entries
demonstrate a variety of commentary but may show preference to one or two available
responses. Entries are mostly of high quality, demonstrating insight supported with specific
commentary and support.
The reader includes at least 25 entries. These entries may be sporadic or concentrated in
particular portions of the book. The entries may demonstrate some variety of responses, but
relied on a limited number of strategies. While some entries demonstrate analytical insight, most
tend to provide incomplete commentary.
The reader includes fewer than 25 entries and/or the entries fail to cover the breadth of the
work. Entries rely exclusively on one or two responses and fail to engage with the text in a
meaningful way. Entries are vague and imprecise.
The reader includes fewer than 20 entries. The entries fail to demonstrate that the reader was
engaged with the work. The work is largely incomplete or falls well below expectations for
Advanced Placement level work.
A Dialectical Journal was not submitted
8 points=90%
2 points=60%
6 points=80%
0 points=0%