TUSCARORA HIGH SCHOOL APUSH Summer Assignments 2013 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: 1. Completion of independent reading assignments in the textbook and in supplementary books, including the summer reading. Most students will need to spend at least 2 hours out of class studying for each class period of 90 minutes. 2. Completion of various written assignments for each unit. 3. Essay writing. Students will write three graded essays in class during most quarters. Writing in class is designed to help students learn to organize ideas and express thoughts clearly within a time limit. Some essays will be on document-based questions (DBQ's), which will involve reading and evaluating primary sources. 4. Participation in class discussion. All students will have the opportunity to demonstrate classroom leadership through presentations, debates, role playing, Socratic seminars, and various group assignments. 5. Preparation for multiple choice quizzes. Practice with tough multiple choice questions will help students prepare for the AP exam and for other standardized tests. AP EXAM The AP 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 registration fee for the exam (between $80-90 per AP exam) must be paid by the student and his/her parents. Because this class is taught and graded on the college level, most students will find that it is harder to make A's, which explains the GPA weighting for students who take the AP exam. It is extremely important that students maintain good attendance and promptly make up any work due to excused absences. AP EXAM STRUCTURE QUESTION TYPE NUMBER OF QUESTIONS TIMING PERCENT OF EXAM Multiple Choice 80 55 Minutes 50% Documents Based Question (DBQ) 1 60 Minutes (includes a 15 minute reading period) 45% of 50% Standard Essay (Free Response) Choose 1 of 2 Questions 35 Minutes (includes a 5 minute reading period)27.5% of 50% Standard Essay (Free Response) Choose 1 of 2 Questions 35 Minutes (includes a 5 minute reading period) 27.5% of 50%2012
Transcript
TUSCARORA HIGH SCHOOL APUSH
Summer Assignments 2013
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:
1. Completion of independent reading assignments in the textbook and in supplementary
books, including the summer reading. Most students will need to spend at least 2 hours
out of class studying for each class period of 90 minutes.
2. Completion of various written assignments for each unit.
3. Essay writing. Students will write three graded essays in class during most quarters.
Writing in class is designed to help students learn to organize ideas and express thoughts
clearly within a time limit. Some essays will be on document-based questions (DBQ's),
which will involve reading and evaluating primary sources.
4. Participation in class discussion. All students will have the opportunity to demonstrate
classroom leadership through presentations, debates, role playing, Socratic seminars, and
various group assignments.
5. Preparation for multiple choice quizzes. Practice with tough multiple choice questions
will help students prepare for the AP exam and for other standardized tests.
AP EXAM
The AP 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
registration fee for the exam (between $80-90 per AP exam) must be paid by the student and
his/her parents. Because this class is taught and graded on the college level, most students will
find that it is harder to make A's, which explains the GPA weighting for students who take the AP
exam. It is extremely important that students maintain good attendance and promptly make up
any work due to excused absences.
AP EXAM STRUCTURE
QUESTION TYPE NUMBER OF QUESTIONS TIMING PERCENT OF EXAM
Multiple Choice 80 55 Minutes 50%
Documents Based Question (DBQ)
1 60 Minutes (includes a 15 minute reading period) 45% of 50%
Standard Essay (Free Response)
Choose 1 of 2 Questions 35 Minutes (includes a 5 minute reading period)27.5% of 50%
Standard Essay (Free Response)
Choose 1 of 2 Questions 35 Minutes (includes a 5 minute reading period) 27.5% of
50%2012
GRADING SCALE FOR AP US HISTORY
All points are based on the AP Exam rubric of 9-1, with 9 as perfect score.
All quizzes, tests, essays, DBQs are timed-based on the AP Exam.
(9x1) (9x2) (9x3) (9x4) (9x5)
9 - A+ 100 200 300 400 500
8 - A 95 190 285 380 475
7 - B+ 88 176 264 352 440
6 - B 84 168 252 336 420
5 - C+ 78 156 234 312 390
4 - C 74 148 222 296 370
3 - D+ 68 136 204 272 340
2 - D 64 128 192 256 320
1 - F 55 110 165 220 275
Time Activity Points Possible
6 minutes 9 Question Multiple Choice Quiz 100
30 minutes 45 Question Multiple Choice Test 500
35 minutes Free Response Essay 200
60 minutes DBQ 300
Homework
Completion Points:
All completed 50
Mostly completed 40
Half completed 25
Not turned in 0
AP U.S. HISTORY SUMMER ASSIGNMENT
AP U.S. HISTORY SUMMER ASSIGNMENT CHECKLIST
________ PART A: TEXTBOOK QUESTIONS
Read Chapters 1-4 in Boyer, The Enduring Vision and complete the attached short answer
questions that accompany the reading. Be prepared to discuss these in September. DUE at the
start of class on September 3/4.
________ PART B: DBQ ANALYSIS WORKSHEET
Complete the Document Based Question Analysis Worksheet attached, following the directions
carefully. Be prepared to write a document-based essay, using these notes, during the first three
weeks of the school year. DUE at the start of class on September 3/4.
________ PART C: VISION ASSIGNMENTS FOR EACH CAPTER 1-4
Read Chapters 1-4 in Boyer, The Enduring Vision and complete the worksheets/activities for
them on VISION under the Chapter Assignments. DUE at the start of class on September 3/4.
________ PART D: “10 DAYS THAT UNEXPECTEDLY CHANGED AMERICA”
READ “10 Days That Unexpectedly Changed America” by Steven M. Gillon and answer
questions provided. This book needs to be obtained by students. Students will discuss the book as
the focus of their first formal seminar discussion of the year. DUE by the start of class on
September 9/10.
________ PART E: CHAPTER IDENTIFICATIONS
Read Chapters 1-4 in Boyer, The Enduring Vision and create note cards for the terms listed on the
Chapter Identifications Handout for each chapter. DUE at the start of class on September 3/4.
The summer assignment will give you an idea of what the course requirements are like, and will
help your teacher evaluate your writing ability early in the semester. Your teachers hope to see
how well you can develop a thesis based on reading, support this thesis with facts, and draw
conclusions. The required reading in the text includes material that we will move through quickly
in the fall. DO read carefully; use this material in your answers/notes, and be prepared to discuss
it when you return to school. While reading notes are not required, you are encouraged to take
notes if this helps you in your studies.
In addition to reading the text, the following books will be required reading during the
year:
1. The Killer Angels, by Michael Shaara (due early in December)
2. Students will also chose 2 books of their choice from a list provided at the start of the year and
complete a book review (one due at the end of 1st quarter the other at the end of 3
rd quarter)
Textbook Chapters Can be found here In PDF format.
MATERIALS NEEDED
Please be sure to obtain the following materials no later than Wednesday/Thursday, August
27/28:
1. Loose-leaf paper
2. three-ring binder (minimum 2 inches)
3. 2 sets of 5-tab dividers
4. 3x5 index cards (about 2000 total)
5. #2 pencils, blue or black ink pens, and highlighters
Please contact one of the teachers listed below if you have any questions. We look forward to
Part E: Chapter Identifications: Note cards will be checked on the day Part A/B are due in class, so please have them completed. Name: ______________________________ AP US History Chapter 1 – Native Peoples of America, to 1500 Identifications: After reading Chapter 1, you should be able to identify and explain the historical significance of each of the following: Paleo-Indians Archaic peoples Mesoamerica maize Olmec Maya Aztec Inca conquistadores Southwest tribes
Eastern Woodlands tribes Iroquois slash and burn method Great Plains tribes
Thought Questions (Be able to discuss…you do not have to have written answers): 1. Compare and contrast the Native American societies that grew up in Mesoamerica and South America with those that developed in the rest of North America. 2. The differing ways of life between Native American groups was determined and influenced by the physical environment. Assess the validity of this statement.
Name: ______________________________ AP US History Chapter 2 – The Rise of the Atlantic World, 1400-1625 Identifications: After reading Chapter 2, you should be able to identify and explain the historical significance of each of the following: Columbian Exchange Gold Coast Renaissance Reconquista Ferdinand and Isabella enclosure movement market economy joint-stock company Protestant Reformation Martin Luther Calvin and predestination Counter Reformation Henry VIII Separatists Pilgrims Mayflower Compact Squanto and Samoset Puritans Anglicans conversion experience Prince Henry the Navigator Trans-Atlantic/“New” Slavery Christopher Columbus Treaty of Tordesillas
Vasco de Gama John Cabot Vasco Nunez de Balboa Cortes and Pizarro Encomienda system Columbian Exchange St. Augustine, Florida Northwest Passage Samuel de Champlain Spanish Armada Elizabeth I “Lost Colony” of Roanoke Virginia Company of London Captain John Smith Powhatan John Rolfe “Starving Time” Pocahontas Headright system Opechancanough Virginia General Assembly House of Burgesses New Netherland
Thought Questions (Be able to discuss…you do not have to have written answers): 1. Compare and contrast the early founding and settlement of the Virginia and Plymouth. 2. Discuss the religious and the economic conditions in 16th and early 17th century England that made the English interested in exploration and colonization in the Western Hemishpere. 3. “The Atlantic world brought few benefits to West Africans and Native Americans.” Assess the validity of this statement
Name: ______________________________ AP US History Chapter 3 – Expansion and Diversity: The Rise of Colonial America, 1625-1700 Identifications: After reading Chapter 3, you should be able to identify and explain the historical significance of each of the following: Anthony Johnson Chesapeake New England Carolina Middle Colonies John Winthrop “A Model of Christian Charity” “City upon a hill” The Pequot War Roger Williams Anne Hutchinson Antinomians Massachusetts General Court New England town meeting Half-Way Covenant King Philip’s War Metacom Salem Witch Trials
Virginia House of Burgesses Royal Governor’s Council Cecilius Calvert (Lord Baltimore) Maryland Act of Religious Toleration Tobacco economy indentured servants Bacon’s Rebellion Governor Berkeley Peter Stuyvesant North Carolina South Carolina New Netherland William Penn and the Quakers Ohio Valley fur trade coureurs de bois New Mexico Pueblo Revot
Thought Questions (Be able to discuss…you do not have to have written answers): 1. “In the course of the seventeenth century, New England evolved from a highly religious, community-oriented society to a region characterized by rising worldliness, individualism, and competitiveness.” Discuss how and why this evolution took place. 2. Compare and contrast the economies, social structures, and racial and ethnic composition of New England, Chesapeake, Carolinas, and the Middle colonies in the 17th century. 3. Discuss the evolution and spread of slavery in the Chesapeake colonies in the seventeenth century. Why did African slavery develop there? How did the gradual shift from a plantation labor force of indentured servants to one of African slaves affect life in Virginia and Maryland? 4. Discuss the course of European and Native American relations during the 1600’s in the French, Spanish, and different regions of the British North American empires.
Name: ______________________________ AP US History Chapter 4 – The Bonds of Empire, 1660-1750 Identifications: After reading Chapter 4, you should be able to identify and explain the historical significance of each of the following: Stuart Restoration Charles II Dominion of New England Sir Edmond Andros Glorious Revolution William and Mary Leisler’s Rebellion John Coode King William’s War Queen Anne’s War mercantilism Navigation Acts salutary neglect Middle Passage Scots-Irish Philadelphia New York
Boston Charles Town Walking Purchase Treaty James Oglethorpe Stono Rebellion New York Conspiracy of 1741 King George’s War Board of Trade John Peter Zenger Enlightenment Benjamin Franklin Deists First Great Awakening Jonathan Edwards George Whitefield New Lights vs. Old Lights
Thought Questions (Be able to discuss…you do not have to have written answers): 1. To what extent did the American colonies exhibit equality, liberty, and self-government during the period from 1700-1750? 2. What impact did the Great Awakening have on religious, social, educational, and political developments in eighteenth-century America? 3. In what ways did the imposed system of mercantilism hurt and help the mainland British colonies? 4. “In the second quarter of the eighteenth century, no American more fully embodied the Enlightenment spirit than Franklin.” Assess the validity of this statement.
