AP US History (APUSH) Summer Assignment 2016/2017
Enclosed within this packet are the instructions and readings for the following assignments:
1. Read and take notes over Chapters 1-4 in the American Pageant.
a. Complete the chapter identifications for each chapter
b. Complete attached Chapter Questions
The enclosed assignments must be completed and turned in by Monday August 8. If I do not have the
assignment by August 8, points will be taken off. Any student that does have the assignment turned
in by the first day of school will be removed from the class. I would like for your work for this
assignment to be hand written and turned into my mailbox at school. Sharon is generally in the office
at the start of August. If this is a problem for anyone please email me and let me know:
[email protected]. There will be a link to the first four chapters of the textbook on the
school web site, but I would highly encourage you to check out amazon.com or ebay to try to find a
cheap copy of the textbook that you will be able to highlight when taking notes. We use the 11 th
edition of the American Pageant textbook which can generally be purchased for under $10. Also, I
would like for you to email me with an email address where I can reach you this summer. I am going
to try to set up some things on the internet this summer for our class. I will most likely have a few
primary source documents that I may also need to send out to you via email.
The summer work will count as a major test grade. The first major exam for the course will take
place on the 2nd day of school and will cover chapters 1-4 (the summer assignment). It would be a
good idea to begin your work right away and schedule a regular time during the summer to complete
it. Avoid doing everything at the last minute (a day before the assignment is due for example.)
During the school year, we will typically cover 1-2 chapters in a week, so covering 4 chapters over
the summer should not be any problem at all.
Make sure that all work is your own – part of this assignment is to help you evaluate your own
strengths and weaknesses in reading, note-taking, critical thinking, and writing.
It is the effort you put forward this summer that will set the tone for next year. Procrastination and
lax attention will beget the same. Start the school year strong by putting in the time, dedication, and
attention to detail this summer. Thank you for taking the plunge into APUSH and committing
yourself to an academic rigorous program. Much of your success over the course of the year will be
based on how willing you are to spend time reading and seeking knowledge on your own.
Should you have questions regarding this work or the course, please do not hesitate to contact me.
Thank you for taking the plunge into APUSH and committing yourself to an academic rigorous
program. Much of your success over the course of the year will be based on how willing you are to
spend time reading and learning the information on your own. I’m assuming that since you have
signed up for AP US history, learning about history is something that you enjoy. I would highly
encourage you to read over the summer so you continue to work out your brain. If you would like
any recommendations of historical books that would be good summer reading, I would be more than
happy to give you a recommended reading list. Don’t forget to enjoy yourself this summer with your
family and friends and I look forward to seeing you in the fall.
Chapter questions
I have included 1-2 questions for each of the chapters that you are responsible for over the summer.
The questions should be answered in extended response/ essay format
Sample Question/Answer
Questions Directions:
• After reading the section & taking your notes, consider the question
• Base your answer on the reading / your notes and any prior knowledge you may have
• Make sure your answer contains appropriate historical details to support your answer
Sample Question:What developments set the stage for “a cataclysmic shift in the course of history?”
Changes in Europe encouraged exploration. Europeans had a high demand for imported luxury goods
which encouraged long distance ocean travel. The Portuguese had demonstrated the ability to sail
long distances successfully. Africa had been established as a source for slaves by the Portuguese.
Powerful nation-states began to form which could finance expensive exploration. The Renaissance
nurtured an ambitious optimistic spirit. The development of printing presses helped to spread
knowledge. The compass, developed from Arabic and Chinese origins, helped sailors find where they
were going
Chapter questions rubric (5 points for each question)
1 point for developing a thesis that fully answers the question
2 points for developing thesis using specific historical events
2 points for application of historical thinking skill (Causation, periodization)
Chapter Identifications
One of the skills required to be successful in the AP Curriculum is Causation. When you do your
identifications for each chapter, you should first identify what led to the term/ or person becoming
significant whenever possible. After identifying the cause, describe who or what the term is, and
lastly you should identify the impact that the term had on a later event.
Identifications rubric
Students will get a point for each identification that they complete (34 points total)
½ for correctly and fully describing the historical term
½ for correctly connecting and describing the cause and effect relationship
Chapter questions from Chapter 1-4 in American Pageant
Answers should be attached to a separate sheet of paper. Use specific factual information to support your
answers.
Chapter 1:
How did Indian societies of South and North America differ from European societies at the time the two
came into contact?
What role did disease and forced labor play in the early settlement of America? Is the view of the
Spanish as especially harsh conquerors valid?
Chapter 2:
What did England and the English settlers really want from colonization? Did they get what they
wanted?
Chapter 3:
In what ways were New England and the middle colonies each like the South, and in what ways were they
different?
Chapter 4:
Why was family life in New England so different from family life in the South?
Identifications
Chapter 1: New World Beginnings
Marco Polo
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Montezuma
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Christopher Columbus
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Treaty of Tordesillas
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Mestizos
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Spanish Armada
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“black legend”
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Conquistadores
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Joint Stock Company
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Chapter 2: The planting of English America
John Smith
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John Rolfe
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Sir Walter Raleigh
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James Oglethorpe
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Slave code of 1661
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Indentured Servants
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Act of toleration
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Iroquois Confederacy
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Barbados Slave code
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Chapter 3 Identifications
King Phillip
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Anne Hutchinson
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Roger Williams
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William Bradford
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William Penn
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John Winthrop
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The “Elect”
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Predestination
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Pilgrims
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New England Confederation
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Chapter 4
William Berkeley
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Stono rebellion
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Bacon’s Rebellion
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Leisler’s Rebellion
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Halfway Covenant
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Jeremiads
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