Dear APUSH Students, I would like to congratulate you on your decision to take on the incredibly challenging and rewarding journey that is Advance Placement United States History. The process of exploring the history of the America and preparing for the national exam is an exciting and daunting one. In this course, students are expected to participate on a high academic level, interpret and analyze both primary and secondary sources, make historical interpretation and be able to use historical facts to defend their views, and present their opinions in a clear, concise and orderly fashion in both an oral and written manner. I believe that you will find this experience a rewarding one and, based on your efforts, you will be successful. The first step on the APUSH path is the summer assignment. This summer assignment is designed to prepare you for the rigors of a college level course. This is given not as a punishment or as busy work, but rather to begin the long process of preparing for the national exam. The assignment is broken into two parts: Part I requires you to read the book, Devil in the White City by Erik Larson. This is a really fun and scary book that tells the story of both the 1893 World s Fair in Chicago and a serial killer who preyed on those visiting the fair. This book is an example of how exciting history can be. It also provides a great background for understanding the many facets of American society at the turn of the century. Part II is a textbook reading assignment. You will read the first four chapters of The American Pageant: A History of the Republic. Attached is a list of key terms, concepts, and historical figures to guide your reading and note taking. On Tuesday, September 3, 2013 there will be a test based on these chapter readings. (You will need to pickup a textbook in order to do this.) More detailed directions for both of these assignments follow below. Have fun this summer and I hope you enjoy working on your summer assignment. Please do not procrastinate. This is a job that is impossible to do well if left to the last minute. If you have any questions, please contact me at eholodnick@frankelja.org. Please note, that I do not check my email daily during the summer months. Take care, Mrs. Holodnick Assignment Details Part I: Read The Devil in the White City by Erik Larsen and write a 500 750 word typed book review. Here are some suggested questions you might answer in your paper. You are not, however, limited to just these questions. What is the author s overriding thesis? How does he prove his thesis? Does he explain why detractors from his thesis are incorrect or weak arguments? NOTE: The thesis may not be a sentence clearly established in the opening of the book. You may have to think about this. Discuss the author s use of evidence to prove his thesis. Does the author have a bias? If so, explain. Write two thoughtful questions you would ask the author about his work. Why these questions? What other observations/insights do you have?
Part II: ID and Short Answer Questions Instructions: Indentify, describe, and state the historical significance of the sets of words. Id s should include the following information: the who or what of the term, when it occurred (dates), where it occurred and why it was significant (importance). Note: This must be hand-written unless you have accommodations on record. (I will not accept work that is typed or illegible.) Example: Theodore Roosevelt: 26th President of the U.S. from 1901-1909. Roosevelt is considered the first modern president and the first of the progressive presidents known for bringing about many reforms. He is also well known for his foreign policy. Short Answer: Answer each of the short-answer questions with a one paragraph, 2-3 sentence response that reflects analysis of the question and appropriate historical evidence. The American Pageant Chapter 1: New World Beginnings (pg. 4-24) Montezuma Hernan Cortes Robert de La Salle Ferdinand Magellan Renaissance Treaty of Tordesillas Three sister farming Spanish Armada Aztecs Pueblo Indians Iroquois Confederacy Encomienda Short Answer: 1. How did Indian societies of South and North America differ from European societies at the time the two came into contact? In what ways did Indians retain a worldview different from that of the Europeans? 2. What role did disease and forced labor (including slavery) play in the early settlement of America? Explain whether the view of the Spanish and Portuguese as especially harsh conquerors and exploiters is valid or is this image just another version of the English black legend concerning the Spanish role in the Americas? 4. Why was the Old World able to dominate the New World? What were the strengths and weaknesses of the Old World? What were the strengths and weaknesses of the New World? 5. Was development of African slavery in the North American colonies inevitable? What role did the
Spanish encomienda system and British sugar colonies play in introducing slavery to the southern colonies? The American Pageant Chapter 2: The Planting of English America (pg. 25-42) Pocahontas Powhatan John Rolfe Lord Baltimore James Oglethorpe John Smith Francis Drake William Penn Elizabeth I George II Nation-state Joint-stock company House of Burgesses Yeoman Law of primogeniture Indentured servitude Maryland Act of Toleration Virginia Company Act of Toleration Santa Fe Quebec Jamestown The American Pageant Chapter 3: Settling the Northern Colonies (pg. 43-65) John Calvin Anne Hutchinson Roger Williams John Winthrop John Cotton Predestination Salutary neglect city upon a hill Protestant Reformation Pilgrims New England Confederation Massachusetts Bay Company Navigation Laws Glorious Revolution Dutch East India Company Separatists Quakers Protestant Ethic Mayflower Compact Fundamental Orders
French Huguenots Church of England Based on your reading of Chapters 2 and 3 complete the following comparison charts. Colonial Patterns Worksheet Motives of Colonization: What did the Crown hope to gain? Spain France England Methods: Temporary, exploitation, settlement, conquest, etc. Sources of Financing: Who paid the bills for securing land, supplies, labor, transportation, etc.? Explain. Treatment of/relations with Native Americans
British Colonies Type of Colony: Joint stock, proprietary or royal Political Structure: Who held office, governed, participated? How democratic was it? Virginia Maryland Carolinas Economic and Social Structure: Distribution of wealth, major enterprises, dominant social classes, ease of social mobility? Religion: What church dominated? How tolerant were they of others? Relationship to government? How important to society?
Type of Colony: Joint stock, proprietary or royal Political Structure: Who held office, governed, participated? How democratic was it? New Hampshire Rhode Island New York Economic and Social Structure: Distribution of wealth, major enterprises, dominant social classes, ease of social mobility? Religion: What church dominated? How tolerant were they of others? Relationship to government? How important to society?
Type of Colony: Joint stock, proprietary or royal Political Structure: Who held office, governed, participated? How democratic was it? Pennsylvania New Jersey Delaware Economic and Social Structure: Distribution of wealth, major enterprises, dominant social classes, ease of social mobility? Religion: What church dominated? How tolerant were they of others? Relationship to government? How important to society?
The American Pageant Chapter 4: American Life in the Seventeenth Century (pg. 66-84) Nathaniel Bacon William Berkeley Headright system Middle passage Bacon s Rebellion Half-Way covenant Short Answer: 1. Compare and contrast the economies, geography and climate, mortality rates, sex ratios, and family relationships of New England and the southern colonies. 2. Identify the main cause of Bacon s Rebellion: resentment felt by back-country farmers, Governor Berkeley s Indian policies, or the pressure of the tobacco economy? Justify your choice. 4. Describe what you think town life contributed to the life-style of New Englanders; then consider what the consequence of the absence of towns was in the colonial south. 5. Compare and contrast the status of women in the South with that of New England.