AP United States History (APUSH)



AP United States History (APUSH)Summer Assignments 2019Mr. WhiteEmail: crwhite@k12.wv.us Welcome APUSH students! Congratulations! You made the right decision to enroll in Advanced Placement United States History (aka APUSH). Now, as far as summer work, there are six summer assignments you must complete. The purpose of this is to ensure that we get as much time to review for the AP exam as possible. I would like 2 straight weeks of review in class to ensure the highest level of success on the exam. These assignments will allow us to do that. All assignments are due on the first day of school, August 19, 2019. Assignments (Page 2):Native American CulturesLecture NotesMap ActivityColumbian Exchange ResearchGraphic Organizer entriesColonial Encounters and DifferencesComparison ChartDocumentsSpanish Colonies + QuestionsFrench Colonies + Questions13 Colonies ComparisonsGraphic Organizer and NotesText Reading/NotesRecommended BooksDocumenting United States History: Themes, Concepts, and Skills for the AP Course by Jason Stacy and Stephen Heller (Available on Amazon in hardcover and Kindle format, great resource for primary sources and strategies for the AP exam)American Yawp (see Assignment #6 for the link): This is a online textbook that provides a good array of information and primary sources. It is not officially College Board certified, but those that have worked on College Board tests as both question creators and evaluators have recommended this website. You will be using this throughout the course of the year, including for Assignment #6. So, I would go ahead and save it on a browser/cell phone. APUSH Expectations and MaterialsIn AP U.S. History (sometimes abbreviated as APUSH), we will be reviewing a lot of material from the colonization of America to the modern era. This course will require a lot of note-taking, textbook reading, analysis and review, and examinations. This is taught like a college course deliberately. You should expect to be taking hand-written notes consistently with note checks happening on a weekly basis. In addition, you will have multiple quizzes and tests throughout the course to assess content knowledge. You will also have weekly reading assignments to complete outside of class which will also be used in assessments and note-checked as well. This will include the assigned textbook and primary sources assigned by the teacher. We are working on a limited schedule with many conflicts that come up during the course of the year (assemblies, extracurricular activities, snow days, etc.) I will send you work from time to time on LiveGrades. So it is imperative that you use and check LIveGrades on a regular basis. I recommend you have notebooks, paper, highlighters, and other materials ready to take notes at the beginning of the school year. Also, check the College Board website for updated information and practice tests throughout the summer. We will be doing a Practice Test on the first week of the school year to set up a base of data to work from throughout the course of the year. APUSH Course LayoutThe course is set in 9 Periods by the College Board in order to facilitate an easier filing and classification of content placement. PeriodDatesTopics11491-1607Pre-Columbian Societies, Contact/Columbia Exchange, Spanish Conquest 21607-1754Colonial Beginnings, French, Dutch, and English settlement, Colonial North America: social, economic, political, Resistance, Enlightenment & Great Awakening31754-1800Revolution, Critical Period, Early Republic41800-1848Jeffersonian Democracy, War of 1812, Transformations: Market Revolution, 2nd Great Awakening51844-1877Manifest Destiny, Civil War, Reconstruction61865-1898Gilded Age71890-1945Imperialism; Progressivism; World War I; 1920s; Great Depression and New DealWorld War II81945-1980Cold War; 1950s; 1960s: Vietnam, Civil Rights; 1970s; 1980s91980-presentReturn to Conservatism; Gulf War; Clinton; Immigration; 9/11; Bush PresidencyObama Presidency Assignment #1: Native American CulturePeriod 1 of the APUSH course outline focuses on the period from 1491 (a generic, symbolic year for life in America pre-European contact) to 1607 (the establishment of the Jamestown Colony), so the first thing we need to do is focus on life before Columbus “found” America. The video below will cover this concept quite well. I have attached a graphic organizer for you to follow along and take notes. After the video, you’ll get to do a little coloring! =) Follow the directions on the map activity to help aid your understanding of pre-Columbian America.Link: Assignment #2: Columbian Exchange ResearchFor this assignment, you will be left to do some very general look into the permanent system of contact and trade between the Old and New Worlds that was established by Columbus’ voyages known as the Columbian Exchange. One of the easiest and most general places to gather information on the Columbian Exchange is the Columbian Exchange Wikipedia page. (Yes, a teacher is telling you to use Wikipedia. Not a good source to quote, but it is good for general information). Fill out the chart I have provided for you to identify the effects of the Columbian Exchange on North America & Europe.Optional, Supplemental Videos:-Atlantic Slave Trade Effects on Africa (Ted Talks) - Assignment #3: Colonial Encounters and DifferencesA common writing question on the APUSH exam’s writing section involves comparing the colonies of different countries, so it is good to be familiar with this concept of comparison and contrast early on in our journey. You will need to watch videos on the 4 major colonizing countries (Spain, France, the Netherlands, and England) and fill out the corresponding Graphic organizer that nicely displays them all side-by-side.Spanish Colonization: French Colonization: Dutch Colonization: English Colonization: Optional, Supplemental Video: Countries’ differences in relationships between Natives - #4: Readings and QuestionsI have selected 2 readings for your leisure. One is primary, and the other is secondary. You will be exposed to a large amount of documents throughout the next academic year in class and during the exam. You will need to get used to analyzing sources, so I have you taking a look at a view on the Spanish Colonies through a primary source and a view on the Dutch Colonies through a secondary source.Read each source and answer the corresponding questions that follow.Assignment #5: 13 Colonies ComparisonsAnother frequent writing question deals with the unique social, economic, and geographical identities of the 13 colonies by splitting them into 3 distinct regions – North, Middle, and South. This lecture and graphic organizer will help identify many of these differences to help you start to identify these differences which will play a huge role in the nation’s history through the Civil War.Link: Assignment #6: Assigned Reading, Writing, and NotesWe will be doing a lot of note taking and text analysis during the course of the year as well. The expectation is that you will read the assigned texts outside of class and be prepared to take notes during class for the periods that we cover. As you do not have your assigned textbook yet, you need to go to (and bookmark/save) this following website as we will be returning to it often throughout the course of the year. American Yawp: Read Chapters 1-4: The New World, Colliding Cultures, British North America, and Colonial Society Read Primary Sources for Each Chapter (Found at bottom of chapters and in Primary Source Reader on Website)You will need to have 8 pages of notes ready to show in class to complete the assignment. Assignment #1: Native American Cultures Name:_______________________Fill out the following graphic organizer while consuming the following lecture on Native American Cultures on YouTube: ArcticTribal Groups:Plain IndiansTribal GroupsNortheast / Great LakesTribal Groups:SouthwestTribal Groups:SoutheastTribal Groups:Now, complete the map on the next page!-180975-317500Assignment #2 – Columbian Exchange Worksheet Name:____________________In the years following Columbus’ voyages to the Americas, the world witnessed an unprecedented permanent exchange of people, products, and ideas known as the Columbian Exchange. You are to use the Wikipedia article on the Columbian Exchange and any other online resources you find helpful in order to note significant exchanges of animals, plants, populations, technology, culture, and ideas that took place during the fifteenth and sixteenth centuries. Your general goal should be to come up with at least three (3) entries for each box, but you will realize when this will not be possible. It is best to leave this to your judgment in order to encourage thorough research on your part.New World to Old Old World to NewAnimalsPlantsPopulations/PeopleTechnologyCulture & IdeasDiseasesOther sources Consulted (No set citation format is needed – just be descriptive enough that I can find these sources):Assignment #3 - Colonial Encounters and DifferencesSpanishFrenchDutchEnglandRegion(s) ColonizedReligionInterested PartiesEconomic Pursuit(s)SettlementsNumber of ColonistsEvangelism?Relationship with Native AmericansAssignment # 4 – Document AnalysisUse the Space below to Answer Questions 1-3 from the previous document. Assignment # 5 – 13 Colonies ComparisonNew EnglandColoniesMiddleColoniesSouthernColoniesKey ColoniesKey FiguresWhy settle?Economic ActivityPredominant Religion(s)Religious OutlookOther Notes ................
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