Mrs. Meredith C. Detweiler
Churchland High School
Social Studies Teacher
4301 Cedar Lane
Portsmouth, Virginia 23703
[email protected]
Dear Advanced Placement United States History Student and Parent(s):
I hope that you are all having a wonderful summer and that you are looking forward to your
pending Junior year. I would also like to commend you on taking this advanced course and
while there was not an extensive summer assignment, there is some preparation that you need
for this course.
First and foremost, I want to give you your supply list, and you will need to have this with you
for the first day of school.
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2” 3 Ring Binder, just for AP US History
Dividers (8 should do)
Highlighters
Pens (what I refer to as stupid cheap pens, ball point pens blue or black ink only
for assignments that you are turning in. NO GEL PENS!)
Next I have your summer assignments for you. These assignments will be due on September
6th, 2013. I know that these assignments are pretty long, but if you plan your time accordingly
you should be able to complete each of these rather easily.
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Part One—Complete the Student Information sheet and have it completed for the first
day of school.
Part Two-Complete the assignments for 1776.
Part Three—of the summer assignment, vocabulary for Early Exploration and
Colonization leading to the American Revolution. While this seems pretty obvious, you
need to address the following points:
o You will need to define each of the attached terms as completely as possibly
without copying someone else’s work. These terms will need to be hand written
only. No typed vocabulary will be accepted.
o Be prepared for the first day of class where you will have a quiz on these terms.
Part Four—Complete the assignment for Historical Thinking and Other Unnatural
Acts: Charting the Future of Teaching the Past.
Part Five— Memorize the presidents of the United States in chronological order,
including first and last. There will be a quiz on this the first week of class and you will
need to know them in order, first and last name.
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Part Six—and this one is easy, you need to e-mail me. If you do not have an e-mail
address, get one NOW, gmail has them for free and I do get those messages at school.
Also make sure that you have a respectable e-mail address, don’t get creative because
this is going to be the e-mail address that you apply to colleges with and they WILL judge
you!
If you have any questions regarding any element of these assignments please do not hesitat to
contact me. I will be at school this summer teaching summer school and I will gladly answer
your questions. You can e-mail me at any point and I generally respond promptly. Enjoy the
remainder of you summer, I hope that you are looking forward to the school year because I am!!!
See you soon!!!
Best Regards,
Meredith C. Detweiler
AP United State History
Student Information Sheet
Name
Address
Home
Telephone
Number
Your Cell
Phone Number
Your E-mail
Address
Parent(s)
Name
Parent(s) Cell
Phone Number
Parent(s) Email Address
Name:______________________
Date:_______________________
Block:_______________________
CHS AP US History
Summer Assignment Part 2
2013-14
Requirement:
Read and Compose a Critical Review
Due: Friday, September 6, 2013 at the start of class
Get a copy of the book, 1776, by David McCullough. This book is one of the two books that you
are required to read for your summer reading assignment for AP United States History.
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Complete the study guide for the book that is attached.
You are to read, review, analyze, and evaluate the book, 1776, by David McCullough.
Your review is to be typed, 3-4 pages in length, 12 point New Times Roman Font,
double-spaced, 1-inch margins all around. Typically, a double-spaced typed page is
about 250 words, so your paper should be between 750-1000 words in length.
Please staple your critical review. No folders or report folders are needed.
This is to serve as the second document in your summer assignment.
Plagiarism will not be tolerated! Any student caught plagiarizing will receive a zero
for the assignment and disciplinary action will be taken. This essay is to represent
YOUR work and ideas only. While you many consult outside sources including
classmates, online sources, or printed materials, the work that you produce MUST be
YOUR original work and presented in your authorial voice. All sources consulted must
me cited on a separate works cited page using the MLA style.
If you have any questions about this assignment, you can contact Mrs. Meredith
Detweiler at [email protected]. Enjoy your summer and I am looking
forward to meeting you all in September.
Score and
point value
3
(100%)
Designation
Exemplary
2
(80%)
Proficient
1
(60%)
Partially
Sufficient
0
Insufficient
Organization
Elements of Critical Review
The review has a clear thesis statement that
identifies the work by title, author, and
succinctly states a critical position on one
aspect of the work. The body introduces and
explains criteria for the critical review; specific
points are supported with details and examples
from the work. The conclusion leaves the
reader with a memorable final point or a strong
impression of the writer’s critical impression.
The review has a thesis statement that identifies
the work by title, the author, and indicates a
critical position on some aspect of the work.
The body gives the criteria from the work. The
conclusion brings the review to an appropriate
close.
The review has a thesis statement that identifies
the work by title and author, but it may not
clearly indicate a critical position on the aspect
of the work being reviewed. The body gives
only partial or confusing criteria
The review does not have a thesis statement,
and the writer fails to identify the work by title
and author. The body does not develop a
critical position. No organizational plan is
evident
The purpose of evaluating the work is
achieved, thereby deepening the reader’s
understanding of the work. The review
establishes, explains, and sticks to the same
criteria for evaluation throughout. The tone is
appropriate to the content of the critical
evaluation.
The review offers some insight into the work.
For the most part, the review establishes,
explains, and sticks to the same criteria for
evaluation throughout. The tone is generally
appropriate to the content of the critical
evaluation.
The review offers little insight into the work.
The review does not focus on the same criteria
throughout. The tone is not appropriate to the
content of the critical evaluation.
The review does not offer insight into the
work. The review fails to establish criteria or
does not present an understandable point of
view. The tone is inappropriate or inconsistent.
Steps for Writing a Critical Review
Introduction
In the introduction of your review, you will need to focus on identifying the author, the title,
major points presented in the book, and the author’s purpose in writing 1776. Conclude the
introduction with a brief statement of evaluation of the book. This can be a positive or negative
evaluation or, as is usually the case, a mixed response.
The Body
When writing your critical review essay, you need to incorporate the following questions into
your response:
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What were the British and American perspectives during the Revolutionary War? What
types of evidence does McCullough presents to support various perspectives during the
Revolutionary War? Is this evidence convincing, controversial, factual, one-sided, etc.?
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What were the American leadership qualities of the men listed below during the
Revolutionary War? How did their leadership qualities affect the Revolutionary War?
o George Washington
o Henry Knox
o Nathanael Greene
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What were the failures and accomplishments of the Continental Army? What types of
evidence does McCullough present to illustrate the failures and accomplishments of the
Continental Army? Is this evidence convincing, controversial, factual, one-sided, etc.?
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The Revolution War started in April 1775 and ended in 1783. Why do you think
McCullough concentrated on 1776?
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What was the underlining theme of 1776?
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Why is it important for American society today to understand what took place in 1776?
Conclusion
In the concluding paragraph, you will need to restate your overall opinion of the book and briefly
present your recommendations. If needed, you may want to provide some further qualification
of your judgment.
1776 by David McCullough
AP US History Reading Assignment
Directions:
Students are to read the novel 1776 by David McCullough, while they are reading this
they are to keep a literature journal. In this journal they should complete the following questions within
each chapter and identify the people in the context that they are represented within the novel. Citations
are essential for this assignment. Make sure that you do this or you will not receive credit for all of your
valuable, hard work.
Note: Context is important. You must confine your answers to the context of this book. Therefore, for
example, George Washington must not be identified as the first President—he was nowhere near that
lofty position in 1776—in fact, the office of the President did not exist—heck, the title of “President” did
not exist. Identify him and all others within the context of this specific text and time.
Identify the significance of all of the 21 individuals listed. When
Part I: Identifications/People:
you are identifying them in your journal, use quotes from the text to explain them and highlight their
names. (Citations, citations, citations…)
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George Washington
King George III
Edmond Burke
Lord Frederick
North
William Howe
John Burgoyne
Charles Cornwallis
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Part II—Identifications/Events and Places:
events/places.
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Lexington & Concord
Breed’s Hill
Siege of Boston
Charlestown Massachusetts
Mount Vernon
Fort Ticonderoga
Henry Clinton
Nathanael Greene
Isreal Putnam
Martha Dandridge
Custis
Thomas Jefferson
John Hancock
Richard Howe
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Charles Lee
Henry Knox
Alexander Hamilton
George Germaine
James Monroe
Joseph Reed
Thomas Paine
Identify the significance of the following 12
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Fort Washington
Battle of Brooklyn Heights
Philadelphia
Battle of Trenton
Battle of Princeton
Delaware River
Part III—General Questions: Answer the following 4 questions. Each answer should take about a
paragraph (7-10 sentences).
1.
How does the British government view the rebellion in 1775? Is there disagreement among the
leadership over the war in America?
2. What is in the minds of Americans in 1776? Why do they rebel? What do they hope to
accomplish?
3. What training did George Washington have to lead the rebellion?
4. How do you account for the American success at the Battle of Trenton?
Part IV—Chapter Guiding Questions: Answer all of these questions in your journal. Each questions
should be answered with a minimum of 2-3 complete sentences.
Part 1: The Siege
Chapter 1—“Sovereign Duty”
1. What was the purpose of the address to Parliament by King George III?
2. How does the author describe George III?
3. Explain the varied views held by members of Parliament regarding the war in the Americans.
Chapter 2—“Rabble in Arms”
1. In what way was Nathanael Greene an unlikely general?
2. What was General Greene’s opinion of the way to keep the British in Boston?
3. Of what groups was the Continental Army composed? What various names were given the army
and how well were they equipped?
4. Describe the conditions and behavior in the camps of the Continental Army. How were officers
distinguished from regular troops? Why was this necessary?
5. What was the length of the service in Continental Army? Why this was considered a drawback?
6. Describe the differences of opinion held by Washington and officers from other states. How did
he personally regard the request that he lead the armies?
7. What did Washington originally want to do in Boston in dealing with the British? Why did
Washington’s council of war discourage his ideas?
8. Was independence the goal early in the war? Explain.
9. Explain Henry Knox’s contribution to the siege at Boston.
Chapter 3—“Dorchester Heights”:
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Describe why it was difficult for either the British or Americans to occupy Dorchester heights.
What issues surfaced with the British command over whether to leave Boston for New York?
Why was Boston a difficult place for the British to camp in the winter?
Explain Washington’s decision to take Dorchester Heights.
Describe the departure of the British from Boston, the mood of Americans, and the reaction of
Congress.
6. Evaluate Washington’s performance throughout the siege of Boston.
Part 2: Fateful Summer
Chapter 4—“Lines are Drawn”:
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Describe the move of the Continental Army from Boston to New York. How did defending New
York differ that of Boston?
2. How did Loyalists living in New York City complicate Washington’s urban defense?
3. What affect did the Declaration of Independence have on the Continental Army?
4. What ominous warning were the British sending Washington when ships from the Royal Navy
bombed New York City on 12 July 1776?
5. As the British awaited the arrival of the full fleet and more troops, how did many British officers
expect from the Americans in New York City to act when the fighting began?
6. Describe the effort of General William Howe to initiate a discussion with George Washington
on 13, July 1776. Why did it take three attempts, and what was the result?
7. In defense of New York City, Washington violated what one fundamental rule of battle?
Chapter 5—“Field of Battle”:
1. Describe the British invasion of New York on 22 August 1776.
2. Compare and contrast the British troops with that of the American troops of 24 August 1776.
3. Describe the attack by British General Henry Clinton at Brooklyn on 26 August 2776, and
evaluate Washington’s leadership at this time.
4. Describe the reaction by Americans and British at the Battle of Brooklyn Heights.
Part 3: The Long Retreat
Chapter 6—“Fortune Frowns”:
1.
What was the result of the meetings between Washington and his council of war in September
1776?
2. Explain the causes of desertions in the Continental Army. What was Washington’s plan to stop
these?
3. Why was surrender of Fort Washington so devastating for the Americans?
4. After the surrender of Fort Washington, General Washington’s detractors attacked his decision
especially General Lee. Why does Lee feel so strongly and how does Lee express these feelings?
Chapter 7—“Darkest Hour: November-December 1776”:
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What was the size of Washington’s army when he departed southward into New Jersey from
New York on 21 November 1776? How would this number change by 1 December 1776?
Describe how the British Proclamation of 30 November 1776 affected Washington’s ability to
raise a fighting force in New Jersey.
Describe the actions of the British and the Hessians in New Jersey during the last two months of
1776.
Describe the capture of General Lee by the British.
Describe the problems the Continental Army experienced in crossing the Delaware River to
Trenton.
Describe the battle of Trenton. Why did Americans succeed? How does this battle affect the
war?
By the end, how does McCullough evaluate General Washington and the men who fought the
war?
Part Three Vocabulary List
Exploration and Colonization, 1492 – 1763
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Lord De La War
Pocahontas
Powhatan
Handsome Lake
John Rolfe
Lord Baltimore
Walter Raleigh
James Oglethorpe
Oliver Cromwell
John Smith
Francis Drake
William Penn
The Kings and Queens of England
through the Revolution
Joint-stock company
Slavery
House of Burgesses
Royal Charter
Barbados Slave codes
Yeoman
Proprietor
Primogeniture
Indentured servitude
First and Second Anglo-Powhatan War
Virginia Company
Iroquois Confederacy
Quebec
Jamestown
Spanish Armada
Chesapeake
Quakers
John Calvin
Anne Hutchinson
Roger Williams
William Bradford
Peter Stuyvesant
John Winthrop
Metacom
John Cotton
Sir Edmund Andros
William and Mary
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Massasoit
The “elect”
Predestination
Visible saints
Conversion
Antinomianism
Salutary neglect
Pilgrims
New England Confederation
Massachusetts Bay Company
Dominion of New England
Navigation Laws
Great Migration
Glorious Revolution
Puritans
General Court
Separatists
Mayflower
Mayflower compact
Fundamental Orders
Church of England
Dutchification
Congregational Church
Pequot War
William Berkeley
Nathaniel Bacon
Headright system
Jeremiad
Middle passage
Witch hunting
Bacon’s Rebellion
Leisler’s Rebellion
Half-way covenant
Part Four—Thinking Historically
Purchase the following book:
Wineburg, Sam. Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past.
Philadelphia: Temple University Press, 2001.
Read this book and take detailed notes as you are reading it.
For this book you will complete two essays.
Essay 1—
Using the knowledge that you have obtained about historical thinking, explain why
historical research and education is important and how you best learn while studying
history.
Essay 2Using the knowledge that you have gained through this text, use the principles of this
text to analyze the novel 1776 and the Declaration of Independence. Explain why this
novel and the use of historical information presented by the Declaration are important in
historical context.
I will be using the same rubric from the essay for 1776.