APUSH Summer Work 2016
Ms. Laura O’Friel
[email protected]
Congratulations!
You have selected and been approved for Seton’s AP U.S. History class, which follows a college
level curriculum in preparation for the Advanced Placement exam on Friday, May 5, 2017. In this challenging course
you will learn to analyze our nation’s history from pre-Columbian settlements to the present day. You will express
arguments through formal writing and develop study skills, note taking strategies, and critical reading proficiency.
During the school year, you will be busy reading the textbook, primary sources, and secondary source excerpts, so we will
use the summer to cover more extensive reading and jumpstart the textbook. This is in line with the expectations of the
College Board for all Advanced Placement classes. Your assignments are on the back.
REQUIRED READING FOR APUSH 1. The Crucible (1953) by Arthur Miller: A play written in 1953 that depicts the Salem Witch Trials of 1692. Miller offers a glimpse into New England Puritan life, but, just as importantly, he reflects the 1950s McCarthyism “witch hunt” of communists in the United States. ISBN: 0140481389 or another publication of the full text 2. Uncle Tom’s Cabin (1852) by Harriett Beecher Stowe: Arguably the most important fiction writing in the country’s history, Stowe’s 1852 novel stimulated national discussion on the role of slavery in American society. A well-­‐known, but apocryphal, anecdote recounts President Lincoln meeting Stowe in the midst of the Civil War and exclaiming, “So you're the little woman who wrote the book that made this war!” ISBN: 1593081219 or another publication of the full text
3. The American Pageant Textbook 15th Edition (2013) by Kennedy & Cohen: Decades since its first publication, the modern edition of The American Pageant remains popular as one of the most effective AP U.S. History textbooks. It covers political, social, economic, and religious history from 33,000 BCE to the 21st Century, providing detailed examination of foreign and domestic policies. Additional features of The American Pageant help readers understand and master the content: part openers and chapter-­‐ending chronologies provide a context for the major periods in American history, while other features present primary sources, scholarly debates, and key historical figures for analysis. ISBN: 1111349533
APUSH Checklist for the First Day of School
1. ____ The Crucible and Uncle Tom’s Cabin Reading Review hard copy for school
____ The Crucible and Uncle Tom’s Cabin Reading Review digital copy uploaded on
turnitin.com
NAME: APUSH SUMMER WORK 2016 O’FRIEL 2. ____ American Pageant Chapter 1 Notes in a Binder with Loose Leaf (NOT A NOTEBOOK)
____ American Pageant Chapter 1 Key Concepts Worksheet
APUSH Summer Work 2016 Assignments
Assignment #1: Reading Questions
The Crucible and Uncle Tom’s Cabin
After reading each source, answer the following in 1-2 paragraphs for each question (labeling each section with the same
numbering as below). Use your textbook for research and in-text citations. Write in past tense at all times and use 3rd
person voice. Bring a hard copy on the first day of school and upload the document to turntin.com before the
first day.
The Crucible
1. Summarize the plot and story line.
2. How did The Crucible reflect Puritan religious beliefs and values?
Elaborate and explain with examples.
3. Why did Arthur Miller use this story to represent 1950s McCarthyism?
Elaborate and explain with examples.
Uncle Tom’s Cabin
1. Summarize the plot and story line.
2. How did Harriett Beecher Stowe use the fictional novel to represent her view of the Fugitive
Slave Act (1850)?
Elaborate and explain with examples.
3. Describe the impact of Uncle Tom’s Cabin on the decade of the 1850s.
Elaborate and explain with examples.
Assignment #2: The American Pageant
Chapter 1—New World Beginnings, 33,000 B.C.E.-1769 C.E.
p. 4-23
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Read Chapter 1 from your textbook and take notes.
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Complete the following worksheet using the APUSH Curriculum key concepts.
Important Info for Summer Assignments
TURNITIN.COM ACCOUNT
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NAME: You MUST use your SETON EMAIL on turnitin.com!!!
Class name: 12747002 Password: starspangled
APUSH SUMMER WORK 2016 O’FRIEL SUGGESTED TIMELINE
JUNE—The Crucible JULY—Uncle Tom’s Cabin AUGUST—Textbook Chapter 1
Name: Date: Class: Work individually and email Ms. O’Friel with any questions. Attach loose leaf if needed.
APUSH SUMMER ASSIGNMENT: Key Concepts CHAPTER 1 New World Beginnings Purpose: The AP U.S. History Exam uses Key Concepts to guide the curriculum. By the end of the school year, you are
responsible for understanding the analytical arguments in each Key Concept and comparing the thematic changes and
continuity over time. For each Key Concept subtopic, you should be able to identify and describe multiple examples.
Directions: Use the textbook to provide ONE example for each Key Concept (KC). Write the term/event/group on the line
and connect it to the KC in the space underneath. Some KCs will be analyzed in later chapters.
PERIOD 1: 1491-1607
On a North American continent controlled by American Indians, contact among the peoples of
Europe, the Americas, and West Africa created a New World.
Key Concept 1.1 Before the arrival of European s native populations in North America developed a wide
variety of social, political and economic structures based in part on interactions with the environment and each
other.
A. The spread of maize cultivation from present-day Mexico northward in the American Southwest and
beyond supported economic development and social diversification among societies in these areas; a
mix of foraging and hunting did the same for societies in the Northwest and areas of California.
Example: ________________________________________________________________
B. Societies responded to the lack of natural resources in the Great Basin and the western Plains by
developing largely mobile lifestyles.
Example: ________________________________________________________________
NAME: APUSH SUMMER WORK 2016 O’FRIEL C. In the Northeast and along the Atlantic Seaboard some societies developed a mixed agricultural and
hunter-gatherer economy that favored the development of permanent villages.
Example: ________________________________________________________________
Key Concept 1.2 European overseas expansion resulted in the Columbian Exchange, a series of interactions
and adaptations among societies across the Atlantic.
I. Transatlantic Demographic and Social Changes (15 th -16 th centuries)
A. Spanish and Portuguese exploration and conquest of the Americas led to widespread deadly
epidemics, the emergence of racially mixed populations, and a caste system defined by intermixture
among Spanish settlers, Africans, and Native Americans.
Example: ________________________________________________________________
B. Spanish and Portuguese traders reached West Africa and partnered with some African groups to
exploit local resources and recruit slave labor for the Americas.
Example: ________________________________________________________________
C. The introduction of new crops and livestock had far-reaching effects on native settlement patterns,
as well as on economic, social, and political development in the Western Hemisphere.
Example: ________________________________________________________________
NAME: APUSH SUMMER WORK 2016 O’FRIEL D. In the economies of the Spanish colonies, Indian labor, used in the encomienda system to support
plantation-based agriculture and extract precious metals and other resources, was gradually replaced
by African slavery.
Example: ________________________________________________________________
II. Competition in Europe leads to empire-building
A. European exploration and conquest were fueled by a desire for new sources of wealth, increased
power and status, and converts to Christianity.
Example: ________________________________________________________________
B. New crops from the Americans stimulated European population growth, while new sources of
mineral wealth facilitated the European shift from feudalism to capitalism.
Example: ________________________________________________________________
C. Improvements in technology and more organized methods for conducting international trade helped
drive changes to economies in Europe and the Americas.
Example: ________________________________________________________________
Key Concept 1.3 Contacts among American Indians, Africans, and Europeans challenged the worldviews of
each group.
NAME: APUSH SUMMER WORK 2016 O’FRIEL I. European views on white and nonwhite relationships dramatically changed after overseas
expansion
A. With little experience dealing with people who were different from themselves, Spanish and
Portuguese explorers poorly understood the native peoples they encountered in the Americas, leading
to debates over how “civilized” these groups were compared to Europeans.
Example: ________________________________________________________________
B. Many Europeans developed a belief in white superiority to justify their subjugation of Africans and
American Indians, using several different rationales.
[Analyzed in later chapters]
II. Native peoples and Africans strove to maintain autonomy
A. European attempts to change American Indian beliefs and worldviews on basic social issues such as
religion, gender roles and the family, and the relationship of people with the natural environment led to
American Indian resistance and conflict.
Example: ________________________________________________________________
B. In spite of slavery, Africans’ cultural and linguistic adaptations to the Western Hemisphere resulted in
varying degrees of cultural preservation and autonomy.
[Analyzed in later chapters]
__________________________________________________________________________________________
_____________________
Use the space below to draw a visual representation of this chapter. For example, make
a flow chart with arrows showing cause-effect relationships or a thematic analysis of
economic, political, social, etc., changes and continuities.
NAME: APUSH SUMMER WORK 2016 O’FRIEL