AP Summer Assignment Course: AP US History Assignment title Date due Estimated time for completion Read and complete vocabulary identifications and paragraphs for Chapters 1-3 in the American Pageant. Read and complete a Dialectical Journal on an assigned book. First day of class 12-16 hours (depending on reading speed) Resources needed to complete assignment How the assignment will be assessed School assigned textbook Student purchased book(s) Bruton High School: Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong by James W. Loewen Grafton High School: Founding Brothers: The Revolutionary Generation by Joseph J. Ellis Tabb High School: Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong by James W. Loewen York High School: Founding Brothers: The Revolutionary Generation by Joseph J. Ellis Other supplies: The American Pageant book work and Dialectical Journal will each count as 50% of an overall test grade Review of foundational material/concepts/skills. Introduce new material/concepts/skills. Purpose of assignment Expose students to required material/concepts/skills/texts that cannot be covered during the academic year. Have students read material that will be discussed or used in class at the beginning of the year.
American Pageant Directions Read chapters 1-3 in the course textbook, The American Pageant. For each chapter that you read, you are to define the given terms in the provided format (see below). Then you are to respond to the provided questions in paragraph form (also see below). ID Format: Be sure you complete each component for every term. View the terms in light of the context in which you are reading. Thus, in chapter 1 you may be able to define capitalism based on your modern understandings, however, you need to define and explain the significance of capitalism based on the time period being discussed in the chapter. This may be done in a chart or another organizational method so long as each component is clear. All term IDs should be in complete sentences. Be concise while providing pertinent information (these are not paragraphs but may require 2-3 sentences). If you use a source beyond the American Pageant, you must include that source below your identification (url link is fine). The term components are: Identification Who/What/When/Where is this? When writing the ID portion of the task you are looking for cold hard facts. This tends to be straight answers from your reading. However, be sure you are not copying your textbook word for word. Read and then write your own sentences. Significance Why is this important in history? What impact did it have? Why do we care? When responding to the significance portion of the task you are concerned with historical interpretation. This is critical thinking; it will not (and should not) come directly from the book. Paragraph Expectations: Paragraphs should be in complete sentences and should fully and thoughtfully answer the question. Your responses should draw on your reading of the American Pageant but should not copy its words directly. If you choose to use an outside source, you must provide the links to your sources. Chapter 1: Terms: 1. Columbian Exchange 2. Iroquois Confederacy 3. Atlantic Seaboard 4. New World 5. Capitalism 6. Joint-stock companies 7. Encomienda System 8. West African Slave Trade 9. Pueblo Revolt/Pope s Rebellion 10. Cahokia 11. Marco Polo 12. Portuguese Navigators 13. Reconquista 14. Mestizos 15. Conquistadores
Paragraphs: 1. Compare and contrast how different native populations in North America developed into complex societies based on interactions with the environment and with each other. 2. Explain the motives for exploration by European countries and analyze both the positive and negative impacts this exploration and settlement had on both Europeans and Native Americans as a result of their interactions. 3. Explain the misunderstandings of Native Americans by the Spanish and Portuguese and discuss the debate it created regarding appropriate treatment of the Native Americans. 4. What components of Spanish exploration and colonization in the Western Hemisphere changed and which ones stayed the same from 1492-1769? (hint, consider both North and South America). Chapter 2 Terms: 1. Roanoke Island 2. Joint-Stock Companies 3. Captain John Smith 4. Powhatan s Confederacy 5. House of Burgesses 6. Act of Toleration 7. Barbados Slave Codes 8. William Penn 9. African diaspora 10. Puritans 11. Protestant Reformation 12. Sir Walter Raleigh 13. Rights of Englishmen 14. King Nicotine 15. Tuscarora War Paragraphs: 1. Why did British colonists and American Indians conflict during the 17 th century? What was the outcome and impact of these conflicts? 2. Compare and contrast the experiences of British exploration and settlement with those of Spain. 3. Why did the need for labor in the British colonies develop and how did it impact the development of the Chesapeake, southern Atlantic coast, and the British West Indies? 4. Why did the Atlantic slave trade increase? What were its social and economic impacts? Please continue to the next page.
Chapter 3 Terms 1. Metacom 2. Atlantic World 3. Salutary Neglect 4. Mayflower Compact 5. John Winthrop 6. Roger Williams 7. Fundamental Orders 8. Pequot War 9. New England Confederation 10. Sir Edmond Andros 11. New Netherland 12. Quakers 13. Benjamin Franklin 14. Navigation Laws 15. Anne Hutchinson Paragraphs 1. Compare and contrast the New England colonies with the Chesapeake and Southern colonies. 2. How and why did relationships between the colonists and Great Britain change from 1619-1700? 3. What caused the demographic, religious, and ethnic diversity in the Middle Colonies? 4. How did the Puritans beliefs impact the development of their communities and the settlement of other New England colonies? Please continue to the next page.
Dialectical Journal Directions: Dialectical Journals are a note-taking method that forces you as a reader to engage in an ongoing conversation with the text. Dialectical Journals are in a two column format where each side contains a specific function. Using the dialectical journal format as your note-taking method for the book assigned by your school. Left Side Think of this side as though the author is speaking/writing to you. What key ideas would he/she say to you? Record the most important ideas or striking information. This information needs to reflect the breadth of the book assigned. Give a direct quote that is particularly salient or significant Summarize or paraphrase a passage (be sure you reflect the main idea of the passage) Give relevant data and its impact For each entry provide page numbers Right Side Think of this side as your turn to speak/write to the author. For each left side entry you must give one of the responses listed below. Be sure you label your responses and use a variety of response options (each response should appear relatively equally). Each response should be thoughtful and written in complete sentences (R) Reactions: Do you agree/disagree with the author s argument? Has something in the text surprised you? Added to your understanding? Contradicted a previous belief? Be sure to include statements of WHY you think or reacted in the manner you did to the text. Consider what experiences or background information influenced you. (C)Compare/contrast: HOW do this author s ideas compare or contrast to what you ve read, have learned in history class, or experienced? How did the passage add to your understanding? (S) Significance: Does an event, person, idea discussed have a larger impact beyond the time period discussed? Explain its significance to another time period, person, event, or similar situation to another country. (Q) Questions: These should be higher order questions that would prompt discussion and cannot be answered by a simple yes or no. Offer a potential, reasonable answer for the question that you pose. Dialectical Journal Considerations: All work should be in complete sentences Each left side entry should have a response. One of the given responses must be used. Entries should cover the entire book A minimum of 30 entries are required APUSH Summer Assignment Considerations 1. All work should be typed, printed, stapled, labeled with your name, and ready to be turned in on the first day of class at the beginning of the class period. 2. Work should be done in 12 point, Times New Roman font with standard margins. 3. Terms and paragraphs from part I should be labeled with the appropriate chapter and numbered. 4. Wikipedia and quizlet are not considered to be an effective source for academic research. Any information you seek beyond your textbook must be a.org/.edu/.gov source. 5. Late work will not be accepted unless an arrangement was previously made with the teacher. 6. Any work that is not your own (this includes copying from the book, your peers, or the internet) will result in a zero and infraction.
Rubric for Ids and Paragraphs Terms (3 pts each) 1 point Id 2 points-- significance Paragraphs (10 pts each) Quality of work (15pts) 5 points--formatting 5 points-- Complete sentences 5 points--provides sources Total score Ch 1 /100 Ch 2 /100 Ch 3 /100 Total average score Rubric for Dialectical Journals Points Dialectical Journal Expectations The student included at least 30 entries that cover breadth of the work. Entries demonstrate a significant variety of commentary, deploying a range of reading strategies to demonstrate 10 thorough engagement with the text. Annotations are consistently of high quality, demonstrating keen, unique insight supported with specific commentary and masterful use of the text and outside information to provide support. The reader includes at least 30 entries, and these entries cover the breadth of the work. Entries demonstrate a variety of commentary but may show preference to one or two 8 available responses. Entries are mostly of high quality, demonstrating insight supported with specific commentary and support. The reader includes at least 25 entries. These entries may be sporadic or concentrated in particular portions of the book. The entries may demonstrate some variety of responses, but 6 relied on a limited number of strategies. While some entries demonstrate analytical insight, most tend to provide incomplete commentary. The reader includes fewer than 25 entries and/or the entries fail to cover the breadth of the 4 work. Entries rely exclusively on one or two responses and fail to engage with the text in a meaningful way. Entries are vague and imprecise. The reader includes fewer than 20 entries. The entries fail to demonstrate that the reader was 2 engaged with the work. The work is largely incomplete or falls well below expectations for Advanced Placement level work. 0 A Dialectical Journal was not submitted 10 points=100% 8 points=90% 6 points=80% 4 points=70% 2 points=60% 0 points=0%