AP United States History
Summer 2015 Assignment
Mr. James M. Kluska E111
1. Textbook: The American Pageant, 16th edition, by David M. Kennedy, and Lizbeth Cohen.
You will have access to an E-Guidebook that will go along with your readings from the
textbook. The Advance Placement course curriculum covers The Planting of English
America (circa 1500) to The American People Face a New Century (2016).
2. Requirements: You are expected to complete all assignments in a timely manner during the
school year. There will be a heavy emphasis on outside readings.
3. Summer Assignments: Due upon your return to Delaware Valley the first school day in
September. Your summer assignments are as follows:
A. Read: Chapters 1 thru 5 (pp. 4 to 100) and the intro pp. ix to xxiv (Taking the AP
Exam) We will discuss this the first few days back.
B. Complete Guidebook (E-Guidebook): Chapters 1 thru 5
1) Part I---Reviewing the Chapter---Read and know Learning Objectives and Glossary.
2) Part II---Checking your Progress. Do the following sections:
A) Section “A” True and False (make false statements correct/true).
B) Section “B” Multiple Choice.
C) Section “C” Identification.
D) Section “D” Matching. People, Places, and Events.
E) Section “E” Putting Things in Order.
F) Section “F” Matching Cause and Effect.
G) Section “G” Developing Historical Skills
H) Section “H” Map Mastery
C. Document Based Question:
DBQ #1---Colonization of Early America
DBQ #2---The French and Indian War
1) Type your DBQ---Font size 12, New Times Roman or equivalent.
2) Ensure you put your name, date, class and teachers’ name on it.
3) Follow the Setup guidelines!
4) This will be due the first week of school.
5) We will discuss your papers in class (and more)
NOTES: *If you have any questions regarding this assignment, please e-mail me from the
school website…….. [email protected]
**You MUST do your readings and complete your work.
***Have a Happy and Safe Summer------I look forward with sharing our time together
next school year. Until then…….Ciao!
Mr. James M. Kluska
Colonization DBQ Packet
Name: _____________________________________________
Directions for DBQ (Democracy in Colonial America)
PRE ESSAY Checklist (Do the following things before you write your essay)
1.
2.
3.
4.
Read what the essay is about – historical context and task
As you analyze the documents, highlight what information will help your essay
At the top of the document, write which task the document answers (1 or 2)
Answer each question for each document
POST ESSAY Checklist (DO NOT HAND THIS IN UNTIL YOU HAVE DONE ALL OF
THE FOLLOWING:
1. Your essay must be legible (clear to read)
2. Your essay must include the following:
o Introductory Paragraph (use parts of the historical context and the task for
your thesis)
o Body Paragraph 1
Must have a topic sentence
Must include outside information and reference documents
o Body Paragraph 2
Must have a topic sentence
Must include outside information and reference documents
o Conclusion (restate the thesis and summarize your topic sentences from each
body paragraph)
3. You must use at least 4 documents in your essay
o After writing the document information, put (Doc #) at the end of the
sentence(s). For example: “Slaves were forbidden from learning to read or
write (Doc 6).”
Part A – Document Questions
Document 1 Maryland’s Act of Toleration (1649)
…be it therefore with the advice and consent of this assembly ordered and
enacted…that no person or persons within Maryland professing to believe in any form
of Christianity shall from now on be in any way troubled, interfered with or
embarrassed in respect to his or her religion, nor in the free exercise thereof…
1. In what state was this law passed? (1)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. What freedom is protected by this law? (1)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Document 2 Voting Qualifications (Requirements) (1763)
COLONY
RELIGION
RACE
GENDER
PROPERTY
NEW HAMPSHIRE
CHRISTIAN
WHTIE
MALE
LAND VALUED AT $50
MASSACHUSETTS
CHRISTIAN
WHTIE
MALE
LAND RENTED AT $2/ YEAR
RHODE ISLAND
CHRISTIAN
WHTIE
MALE
LAND RENTED AT $2/ YEAR
CONNECTICUT
CHRISTIAN
WHTIE
MALE
LAND RENTED AT $2/ YEAR
NEW YORK
CHRISTIAN
WHTIE
MALE
LAND VALUED AT $40
NEW JERSEY
CHRISTIAN
WHTIE
MALE
LAND VALUED AT $50
PENNSYLVANIA
CHRISTIAN
WHTIE
MALE
50 ACRES OR LAND VALUED
AT $40
DELAWARE
CHRISTIAN
WHTIE
MALE
50 ACRES OR LAND VALUED
AT $40
MARYLAND
CHRISTIAN
WHTIE
MALE
50 ACRES OR LAND VALUED
AT $40
VIRGINIA
CHRISTIAN
WHTIE
MALE
25 ACRES WITH A HOUSE
OR 100 ACRES WITHOUT
NORTH CAROLINA
CHRISTIAN
WHTIE
MALE
50 ACRES
SOUTH CAROLINA
CHRISTIAN
WHTIE
MALE
50 ACRES OR LAND RENTED
AT $2/ YEAR
GEORGIA
CHRISTIAN
WHTIE
MALE
50 ACRES
1. Name two of the main qualifications (requirements) for voting in the thirteen colonies.
(2)
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Name two groups of people that could not vote in colonial America because of these
qualifications (requirements) (2)
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Document 3 Virginia House of Burgesses
This picture shows a meeting of the Virginia House of Burgesses (Representatives). This
groups served at the legislature (or law makers) of colonial Virginia. It was made up of
individuals who were chosen by the colonists of Virginia. Eventually, each colony in America
would have a legislature.
1. Where was this legislature founded? (1)
____________________________________________________________________
____________________________________________________________________
2. How did the House of Burgesses allow colonists to have a voice in government? (1)
____________________________________________________________________
____________________________________________________________________
Document 4 John Peter Zenger Trial
Below is a piece of Alexander Hamilton’s lengthy summation to the jury before they arrived
at a verdict in the John Peter Zenger Trial.
It is natural, it is a privilege, I will go farther, it is a right, which all free men
claim, that they are entitled to complain when they are hurt. They have a right
publicly to remonstrate [protest] against the abuses of power in the strongest terms,
to put their neighbors upon their guard against the craft or open violence of men in
authority, and to assert with courage the sense they have of the blessings of liberty,
the value they put upon it, and their resolution at all hazards to preserve it as one of
the greatest blessings heaven can bestow. . . .
1. According to the document above, who was put on trial? (1)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Using the reading above, name one right Alexander Hamilton claimed to be natural? (1)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Document 5 Title Page from The Lady’s Law
This document is the title page of a book that included many
of the legal restrictions faced by “femme coverts,” women
legally dependent on a husband. Once married, colonial
women could not own property or collect wages. Men
routinely gained custody of children in cases of divorce.
Note: in colonial-era texts, a lower case ‘s’ often looks like a
lower case ‘f.’ To help today’s students interpret this old
style, chapter headings have been reprinted below:
I.
Of Descents of Lands to Females, Coparceners,
etc.
II.
Of Consummation of Marriage, Stealing of
Women, Rapes, Polygamy
III.
Of the Laws of Procreation of Children, and of
Illegitimate Children
IV.
Of the Privileges of Femme Coverts, and Their
Power in Regard to Their Husbands, and all
Others
V.
Of Husband and Wife, in what Actions they are
to Join
VI.
Of the Limitations on Inheritance of Estates,
Jointures and Settlements, Real and Personal of
Women
VII.
Of What the Wife is Entitled to of the
Husband’s, and things Belonging to the Wife, the
Husband gains Possession of in Marriage
VIII. Of Private Contracts by the Wife, Alimony,
Separate Maintenance, Divorces, Elopement, etc…
1. What is the title of this document? (1)
___________________________________________________________________
2. According to this document, how were women unequal to men in colonial times? (1)
___________________________________________________________________
___________________________________________________________________
3. According to this document, what happened to children in cases of divorce? (1)
___________________________________________________________________
___________________________________________________________________
Document 6 The Plan of a Slave Ship
The pictures above show the plan to stow (store) 292 slaves below the deck of the ship; most of the
slaves are stowed in shelves with a height of 2 feet 7 inches.
Although slavery existed in all thirteen colonies, it quickly became a vital part of the southern economy.
Slavery was a permanent, hereditary condition. Slaves had no legal rights and were forbidden to read or
write. The document above shows the horrible conditions on board a slave ship.
1. Describe one way a slave trade was able to fit slaves on a ship. (1)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Name two way slaves were not allowed basic democratic freedoms? (2)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Document 7 Chart on Governor’s Power
1. Who appointed the governor of each colony? (1)
___________________________________________________________________
___________________________________________________________________
2. Name one power of the colonial governor that would have upset colonists? (1)
___________________________________________________________________
___________________________________________________________________
Document 8 Salem Witch Trials 1692
In June of 1692, the special Court of Oyer (to hear) and Terminer (to decide) sat in Salem to hear the cases of
witchcraft. Presided over by Chief Justice William Stoughton, the court was made up of magistrates (judges)
and jurors. Twenty individuals accused of witchcraft had little evidence against them but were found guilty and
sentenced to death. The trial was only a trial in name only as the accused did not have a lawyer and had two
options: recant (admit your crime and promise to stop) or refuse to admit you were a witch (or wizard for males)
and be put to death.
1. What crime were these individuals charged with? (1)
___________________________________________________________________
___________________________________________________________________
2. Why was this trial not fair? (1)
___________________________________________________________________
___________________________________________________________________
Part B
Document Based Question
Directions:
Write a well-organized essay that includes an introduction, several paragraphs, and a
conclusion.
Use evidence from the documents to support your response.
Include specific related outside information.
Historical Context: Due to British political traditions, distance from the mother country
(England/ Britain), and other factors, the thirteen colonies in America began early on to
develop democratic features. Despite this, many aspects of colonial life were strikingly
undemocratic. A close look at that time period suggests that colonial democracy was a work
in progress (slowly developing).
Task: Using information from the documents and your knowledge of Social Studies, write an
essay in which you:
Identify and discuss at least two democratic features (rights people had) in colonial
America.
Identify and discuss at least two undemocratic features (ways rights were deinied) in
colonial America.
Be sure to include specific historical details. You must also include additional outside
information from your knowledge of social studies.
You must include at least 4 documents in your essay.
AP® United States History
2004 Free-Response Questions
The materials included in these files are intended for noncommercial use by
AP teachers for course and exam preparation; permission for any other use
®
must be sought from the Advanced Placement Program . Teachers may
reproduce them, in whole or in part, in limited quantities, for face-to-face
teaching purposes but may not mass distribute the materials,
electronically or otherwise. This permission does not apply to any
third-party copyrights contained herein. These materials and any copies
made of them may not be resold, and the copyright notices
must be retained as they appear here.
The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity.
Founded in 1900, the association is composed of more than 4,500 schools, colleges, universities, and other educational organizations. Each year, the
College Board serves over three million students and their parents, 23,000 high schools, and 3,500 colleges through major programs and services in
college admissions, guidance, assessment, financial aid, enrollment, and teaching and learning. Among its best-known programs are the SAT®, the
PSAT/NMSQT®, and the Advanced Placement Program® (AP®). The College Board is committed to the principles of
excellence and equity, and that commitment is embodied in all of its programs, services, activities, and concerns.
For further information, visit www.collegeboard.com
Copyright © 2004 College Entrance Examination Board. All rights reserved. College Board, Advanced Placement Program, AP, AP Central,
AP Vertical Teams, APCD, Pacesetter, Pre-AP, SAT, Student Search Service, and the acorn logo are registered trademarks of the
College Entrance Examination Board. PSAT/NMSQT is a registered trademark jointly owned by the
College Entrance Examination Board and the National Merit Scholarship Corporation.
Educational Testing Service and ETS are registered trademarks of Educational Testing Service.
Other products and services may be trademarks of their respective owners.
For the College Board’s online home for AP professionals, visit AP Central at apcentral.collegeboard.com.
2004 AP® UNITED STATES HISTORY FREE-RESPONSE QUESTIONS
UNITED STATES HISTORY
SECTION II
Part A
(Suggested writing time—45 minutes)
Percent of Section II score—45
Directions: The following question requires you to construct a coherent essay that integrates your interpretation of
Documents A-H and your knowledge of the period referred to in the question. High scores will be earned only by
essays that both cite key pieces of evidence from the documents and draw on outside knowledge of the period.
1. In what ways did the French and Indian War (1754-63) alter the political, economic and ideological relations
between Britain and its American colonies?
Use the documents and your knowledge of the period 1740-1766 in constructing your response.
Document A
Copyright © 2004 by College Entrance Examination Board. All rights reserved.
Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for AP students and parents).
2
GO ON TO THE NEXT PAGE.
2004 AP® UNITED STATES HISTORY FREE-RESPONSE QUESTIONS
Document B
Source: Canassatego, Chief of the Onondaga Nation of the Iroquois Confederacy, speech to
representatives of Pennsylvania, Maryland and Virginia, 1742.
We know our Lands are now become more valuable. The white People think we do not know
their Value; but we are sensible that the Land is everlasting, and the few Goods we receive for
it are soon worn out and gone. . . . We are not well used with respect to the lands still unsold
by us. Your People daily settle on these Lands, and spoil our Hunting. We must insist on your
Removing them, as you know they have no Right to settle.
Document C
Source: George Washington, letter to Robert Orme, aide-de-camp to General Edward
Braddock, March 15, 1755.
It is true Sir, that I have . . . expressed an Inclination to serve the ensuing Campaigne as a
Volunteer; and this inclination is not a little increased since it is likely to be conducted by a
Gentleman of the General’s Experience. But, besides this and the laudable desire I may have
to serve (with my best abilities) my King & Country, I must be ingenuous enough to confess,
that I am not a little biased by selfish considerations. To be plain, Sir, I wish earnestly to attain
some knowledge of the Military Profession: and, believing a more favourable opportunity
cannot offer, than to serve under a Gentleman of General Braddock’s abilities and experience.
Document D
Source: Massachusetts soldier’s diary, 1759.
September 30. Cold weather is coming on apace, which will make us look round about us and
put [on] our winter clothing, and we shall stand in need of good liquors [in order] to keep our
spirits on cold winter’s days. And we, being here within stone walls, are not likely to get
liquors or clothes at this time of the year; and though we be Englishmen born, we are debarred
[denied] Englishmen’s liberty. Therefore we now see what it is to be under martial law and to
be with the [British] regulars, who are but little better than slaves to their officers. And when I
get out of their [power] I shall take care of how I get in again.
[October] 31. And so now our time has come to an end according to enlistment, but we are not
yet [allowed to go] home.
November 1. The regiment was ordered out . . . to hear what the colonel had to say to them as
our time was out and we all swore that we would do no more duty here. So it was a day of
much confusion with the regiment.
Copyright © 2004 by College Entrance Examination Board. All rights reserved.
Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for AP students and parents).
3
GO ON TO THE NEXT PAGE.
2004 AP® UNITED STATES HISTORY FREE-RESPONSE QUESTIONS
Document E
Source: Rev. Thomas Barnard, sermon, Massachusetts, 1763.
Auspicious Day! when Britain, the special Care of Heaven, blessed with a patriot-Sovereign,
served by wise and faithful Councellors, brave Commanders, successful Fleets and Armies,
seconded in her Efforts by all her Children, and by none more zealously than by those of New
England . . .
America, mayest well rejoice, the Children of New England may be glad and triumph, in
Reflection on Events past, and Prospect for the future . . .
Now commences the Era of our quiet Enjoyment of those Liberties which our Fathers
purchased with the Toil of their whole Lives, their Treasure, their Blood. Safe from the Enemy
of the Wilderness, safe from the gripping Hand of arbitrary Sway and cruel Superstition, here
shall be the late founded Seat of Peace and Freedom. Here shall our indulgent Mother, who has
most generously rescued and protected us, be served and honored by growing Numbers, with
all Duty, Love and Gratitude, till Time shall be no more.
Document F
Source: British Order in Council, 1763.
We, the Commissioners of your Majesty’s Treasury beg leave humbly to represent to your
Majesty that having taken into consideration the present state of the duties of customs imposed
on your Majesty’s subjects in America and the West Indies, we find that the revenue arising
therefrom is very small and inconsiderable, . . . and is not yet sufficient to defray a fourth part
of the expense necessary for collecting it. We observe with concern that through neglect,
connivance, and fraud, not only is revenue impaired, but the commerce of the colonies diverted
from its natural course. . . [This revenue] is more indispensable when the military
establishment necessary for maintaining these colonies requires a large revenue to support it,
and when their vast increase in territory and population makes the proper regulation of their
trade of immediate necessity.
Copyright © 2004 by College Entrance Examination Board. All rights reserved.
Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for AP students and parents).
4
GO ON TO THE NEXT PAGE.
2004 AP® UNITED STATES HISTORY FREE-RESPONSE QUESTIONS
Document G
Source: Benjamin Franklin (in London) letter to John Hughs (in Pennsylvania), August 9,
1765.
As to the Stamp Act, tho we purpose [propose] doing our Endeavour to get it repeal’d in
which I am sure you would concur with us, yet the Success is uncertain. If it continues,
your undertaking to execute it may make you unpopular for a Time, but your Coolness
and Steadiness, and with every Circumstance in your Power of Favour to the People, will by
degrees reconcile them. In the meantime, a firm Loyalty to the Crown and faithful Adherence
to the Government of this Nation, which it is the Safety as well as Honour of the Colonies to
be connected with, will always be the wisest Course for you and I to take.
Document H
Source: Newspaper masthead, October 1765.
END OF DOCUMENTS FOR QUESTION 1
Copyright © 2004 by College Entrance Examination Board. All rights reserved.
Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for AP students and parents).
5
GO ON TO THE NEXT PAGE.
2004 AP® UNITED STATES HISTORY FREE-RESPONSE QUESTIONS
UNITED STATES HISTORY
SECTION II
Part B and Part C
(Suggested total planning and writing time—70 minutes)
Percent of Section II score—55
Part B
Directions: Choose ONE question from this part. You are advised to spend 5 minutes planning and 30 minutes
writing your answer. Cite relevant historical evidence in support of your generalizations and present your arguments
clearly and logically.
2. Analyze the impact of the American Revolution on both slavery and the status of women in the period from
1775-1800.
3. Analyze the effectiveness of political compromise in reducing sectional tensions in the period 1820 to 1861.
Copyright © 2004 by College Entrance Examination Board. All rights reserved.
Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for AP students and parents).
6
GO ON TO THE NEXT PAGE.
2004 AP® UNITED STATES HISTORY FREE-RESPONSE QUESTIONS
Part C
Directions: Choose ONE question from this part. You are advised to spend 5 minutes planning and 30 minutes
writing your answer. Cite relevant historical evidence in support of your generalizations and present your arguments
clearly and logically.
4. Compare and contrast the programs and policies designed by reformers of the Progressive era to those designed
by reformers of the New Deal period. Confine your answer to programs and policies that addressed the needs of
those living in poverty.
5. Analyze the successes and failures of the United States Cold War policy of containment as it developed in TWO
of the following regions of the world during the period 1945 to 1975.
East and Southeast Asia
Europe
Latin America
Middle East
WHEN YOU FINISH WRITING, CHECK YOUR WORK ON SECTION II IF TIME PERMITS.
END OF EXAMINATION
Copyright © 2004 by College Entrance Examination Board. All rights reserved.
Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for AP students and parents).
7