Advanced Placement United States History
Summer Reading Assignment
Contact Allison Elledge ([email protected]) with questions regarding this assignment.
Link to an electronic copy of the Enduring Vision textbook:
https://sites.google.com/a/voyageracademy.net/apush/textbook-the-enduring-vision
Dear Students and Parents:
Students and parents who are looking forward to the Advanced Placement U.S. History class
should think ahead about the goals and challenges of the course. Please remember that it is a
COLLEGE level class, and expectations are higher than for other high school courses. Students
are expected to accept responsibility for completing assignments independently, and to come to
class prepared to contribute.
Goals of the class include the following:
A. Understanding of American history from pre-Columbian times to the present
B. Development of skills in evaluating historical materials, both primary and secondary
C. Improvement of skills in test taking and essay-writing
D. Development of ability to see history in the context of politics, world events, and economic and
social changes.
Required activities include the following:
Reading - Students will complete independent reading assignments in text and in supplementary
books, including summer reading. Most students will need to spend at least two hours out of class
studying for each class period of 90 minutes. A non-fiction historical novel will also be required
reading during the year.
Essay writing - Students will write IN CLASS for about 60 minutes, at least once per week
during each 9 weeks. Writing in class is planned to help students learn to organize ideas and
express thoughts clearly within a time limit. Some essays will be document-based questions
(DBQ's), which will involve reading and evaluating primary sources. Others are essays or short
answer questions.
Participation in class discussion - All students will have opportunity for class leadership through
presentations, debates, role-playing, and various group assignments.
Preparation for frequent multiple-choice quizzes - Practice with tough multiple-choice
questions will help students prepare for the AP exam and for other standardized tests.
The AP Exam – The exam is given in May by the College Board, and offers students the
opportunity to earn college credit for what they have learned. Not all colleges accept AP credits,
but most colleges do give favorable consideration to student applicants who have succeeded in AP
classes. The exam is REQUIRED of all students in AP classes. Because this class is taught and
graded on the college level, most students will find that it is harder to make A's. The final grade is
slightly weighted in figuring the students' GPA.
Work Habits - It is extremely important that students have good attendance; work goes on every
day, and prompt make up work is necessary so that students do not fall behind.
AP History Summer Assignment: Due August 10, 2016.
1.
2.
3.
4.
Read chapters 1-4 in Boyers, et al, Enduring Vision.
Complete chapter outlines for these chapters.
Be prepared for a test on these chapters 1-3 at the end of the second week of school.
Complete identifications for chapters 1-4. The identifications should focus on who or
what, when, where, and why significant.
5. Complete the short answer questions for chapters 1-4. Answers should show some
depth of understanding through analysis.
6. Complete primary source assignment.
7. Become familiar with the geography of the United States before. You will complete a
geography assignment the first week of class.
Chapter Outlines - You may use either a standard outline format or Cornell notes. These should
be handwritten in blue or black ink and should be no more or less than 5 pages in length. Keep a
dictionary at hand when reading your AP textbook. You will encounter sophisticated vocabulary,
so take the time to learn these new words now.
Identifications and Short Answer Questions - When completing identification terms (IDs),
students are required to address two parts: the identification and the significance. You must use
complete sentences.
Identification: Who or what is this? When and where did it occur/live? When answering
the ID portion of the question, look for the hard facts. Usually this comes straight out of
the reading.
Significance: Why is this important in its historical context? Why study this? Who cares>
When answering the significance portion of the question, you are doing historical
interpretation. You are providing the critical thinking. Your answer is not wrong if it is
relevant and well thought out.
Here is an example (use complete sentences)
Pueblos:
ID: These are elaborate multi-room stone dwellings built by Pueblo natives, such as the
Hokohams, Mongollons, and Anasazis in the American southwest around 1000 ce.
SIG: They provide evidence of civilization in North America before the arrival of
Europeans.
Identifications are organized according to AP time periods, rather than book chapters. Pay
attention to the Key Concepts.
Pre-history/Period 1 (1491-1607)
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.
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.
New World
Pangaea and continental drift
Precambrian era
Paleozoic era
Mesozoic era
Ice Age
Continental Divide
Breadbasket, "dust bowl"
fall line
continental shelf
Grand Banks
League of the Iroquois
Paleo-Indians
Archaic peoples
chiefdoms
conquistadores
Hohokam culture
Anasazi and Pueblo cultures
Chaco Canyon
Poverty Point, mound-building culture, and
Adena culture
Hopewell and Mississippian cultures
Eastern Woodlands peoples
Cahokia
nuclear families versus extended families
manitou
vision quests and the Sun Dance
"Crusades" versus jihad
English "Poor Laws"
enclose (enclosure movement)
joint-stock company
indulgences, Martin Luther, and the Protestant
Reformation
John Calvin and the doctrine of predestination
Counter-Reformation
Separatists, Puritans, and Anglicans
conversion experience
Prince Henry the Navigator
Vasco da Gama
Treaty of Tordesillas
John Cabot
Vasco Núñez de Balboa
Ferdinand Magellan
Northwest Passage
conquistadores and encomiendas
Hernán Cortés and Francisco Pizarro
Juan de Oñate, Ácoma, and New Mexico
Samuel de Champlain
Spanish Armada, 1588
lost colony of Roanoke
Virginia Company of London
Captain John Smith
John Rolfe and Pocahontas
headrights
Thomas Weston, Pilgrims, and Plymouth
Mayflower Compact
Period 2 (1607-1754)
Key Concept 2.1: Europeans developed a variety of colonization and migration patterns,
influenced by different imperial goals, cultures, and the varied North American environments
where they settled, and they competed with each other and American Indians for resources.
Key Concept 2.2: The British colonies participated in political, social, cultural, and economic
exchanges with Great Britain that encouraged both stronger bonds with Britain and resistance to
Britain’s control.
John Winthrop and "A Model of Christian
Charity"
Roger Williams
Anne Hutchinson and Antinomians
conversion relation
Massachusetts General Court
New England town meeting
Charles I and the English civil war
Oliver Cromwell
Stuart Restoration
Half-Way Covenant
"praying towns," "praying Indians"
King Philip's War
indentured servants
Virginia House of Burgesses and Royal
Governor's Council
Cecilius Calvert (Lord Baltimore)
Maryland Act of Religious Toleration
Bacon's Rebellion
Anthony Ashley Cooper and John Locke
Peter Stuyvesant
William Penn and the Quakers
coureurs de bois
Popé and the Pueblo Revolt (1680)
Sir Edmond Andros and the Dominion of New
England
the Glorious Revolution
English Bill of Rights, 1689
Leisler's Rebellion
John Coode
King William's War and Queen Anne's War
mercantilism and the Navigation Acts
James Oglethorpe
Francisco Menéndez
Stono Rebellion
King George's War
Royal governors, colonial assemblies, and the
Board of Trade
trial of John Peter Zenger
Enlightenment
Benjamin Franklin
American Philosophical Society
Royal Society
Deists
Great Awakening
Jonathan Edwards
George Whitefield
New Lights versus Old Lights
The following answers should be about a paragraph in length, handwritten in blue or black ink.
Chapter 1 Short Answer Questions
1. How did Native Americans’ view of nature and land use differ from that of Europeans in
the 1500s and 1600s?
2. Although there were so many different Native American tribes with different cultures in
North America, what were some of the commonalities that most of the Native American
tribes held?
Chapter 2 Short Answer Questions
1. Define the term Columbian Exchange and give examples of the ways in which it affected
the peoples, animals, and ecology of Europe, Africa, and the Americas.
2. What were the similarities and differences between the Virginia Colony and Plymouth
Colony?
Chapter 3 Short Answer Questions
1. How did the Puritan ideal of the Massachusetts Bay Colony, being a “City on a Hill”,
differ from actual events such as the Pequot War, the handling of dissenters, the HalfWay
Covenant and the Salem Witch Trials?
2. Why did indentured servitude give way to racial slavery on England’s plantation
colonies? Why were both of these institutions less relied upon in the non-plantation
colonies?
Chapter 4 Short Answer Questions
1. Explain the importance of mercantilism regarding the relationship between Britain and
her North American colonies.
2. Compare the achievements of France and Spain on the North American mainland to those
of Britain.
Primary Source Assignment
For each document, answer the following: How do these documents reflect the political and
religious beliefs of Puritan society?
Answer the question using the HIPPO document analysis sheet.
Document 1: The Mayflower Compact, 1620
Agreement Between the Settlers at New Plymouth: 1620
IN THE NAME OF GOD, AMEN. We, whose names are underwritten, the Loyal Subjects of our dread
Sovereign Lord King James, by the Grace of God, of Great Britain, France, and Ireland, King, Defender
of the Faith, &c. Having undertaken for the Glory of God, and Advancement of the Christian Faith, and
the Honour of our King and Country, a Voyage to plant the first Colony in the northern Parts of Virginia;
Do by these Presents, solemnly and mutually, in the Presence of God and one another, covenant and
combine ourselves together into a civil Body Politick, for our better Ordering and Preservation, and
Furtherance of the Ends aforesaid: And by Virtue hereof do enact, constitute, and frame, such just and
equal Laws, Ordinances, Acts, Constitutions, and Officers, from time to time, as shall be thought most
meet and convenient for the general Good of the Colony; unto which we promise all due Submission and
Obedience. IN WITNESS whereof we have hereunto subscribed our names at Cape-Cod the eleventh of
November, in the Reign of our Sovereign Lord King James, of England, France, and Ireland, the
eighteenth, and of Scotland the fifty-fourth, Anno Domini; 1620.
Mr. John Carver,
Mr. William Bradford,
Mr Edward Winslow,
Mr. William Brewster,
Isaac Allerton,
Myles Standish,
John Alden,
John Turner,
Francis Eaton,
James Chilton,
John Craxton,
John Billington,
Joses Fletcher,
John Goodman,
Mr. Samuel Fuller,
Mr. Christopher Martin,
Mr. William Mullins,
Mr. William White,
Mr. Richard Warren,
John Howland,
Mr. Steven Hopkins,
Digery Priest,
Thomas Williams,
Gilbert Winslow,
Edmund Margesson,
Peter Brown,
Richard Britteridge,
George Soule,
Edward Tilly,
John Tilly,
Francis Cooke,
Thomas Rogers,
Thomas Tinker,
John Ridgdale,
Edward Fuller,
Richard Clark,
Richard Gardiner,
Mr. John Allerton,
Thomas English,
Edward Doten,
Edward Liester.
Document 2: John Winthrop- A Model of Christian Charity, 1630
Now the only way to avoid this shipwreck, and to provide for our posterity, is to follow the counsel of
Micah, to do justly, to love mercy, to walk humbly with our God. For this end, we must be knit together,
in this work, as one man. We must entertain each other in brotherly affection. We must be willing to
abridge ourselves of our superfluities, for the supply of others’ necessities. We must uphold a familiar
commerce together in all meekness, gentleness, patience and liberality. We must delight in each other;
make others’ conditions our own; rejoice together, mourn together, labor and suffer together, always
having before our eyes our commission and community in the work, as members of the same body. So
shall we keep the unity of the spirit in the bond of peace. The Lord will be our God, and delight to dwell
among us, as His own people, and will command a blessing upon us in all our ways, so that we shall see
much more of His wisdom, power, goodness and truth, than formerly we have been acquainted with. We
shall find that the God of Israel is among us, when ten of us shall be able to resist a thousand of our
enemies; when He shall make us a praise and glory that men shall say of succeeding plantations, "may the
Lord make it like that of New England." For we must consider that we shall be as a city upon a hill. The
eyes of all people are upon us. So that if we shall deal falsely with our God in this work we have
undertaken, and so cause Him to withdraw His present help from us, we shall be made a story and a byword through the world. We shall open the mouths of enemies to speak evil of the ways of God, and all
professors for God's sake. We shall shame the faces of many of God's worthy servants, and cause their
prayers to be turned into curses upon us till we be consumed out of the good land whither we are going.
The HIPPO Document Analysis
Thesis: What is the author’s argument/thesis? What evidence does s/he use to support the
thesis? Is it theoretical, positive (empirical, data-based), or normative?
(Historical) Context: What was going on when this document was written?
How does this
affect the message of the author? How does this help you better understand the document? What
is the controversy contemporary to the article?
Intended Audience: What person or group did the author expect to inform or influence? How
does this impact the authors’ message? Is there anything special about how the message was
delivered?
Point of View: Who is the author? How did the author’s background (education, gender, race,
class, position, experience) impact their written perspective?
Purpose: Why did the author create the source?
Outside Information: What specific information outside of the document (from economic
theory) can you connect to the document? How does it better help you better understand the
document?