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AP United States History2012-2013 School YearTuscarora High School

801 N. King Street, Leesburg, VA, 20176 Phone: 571-252-1900

Instructors:Bernadette Blackburn ([email protected])Elizabeth Lyon ([email protected])

TO PARENTS and STUDENTS: Please read and sign below.

Advanced Placement U.S. History offers students the possibility of earning up to 6 hours of college credit, and (along with other AP classes in Loudoun County) offers an additional GPA point added to the grade point average. In addition, the class builds valuable skills in reading, writing and thinking on the college level. College admissions officers like to see that applicants have challenged themselves with AP classes.

Students and parents should keep in mind the following expectations for the course:

AP U.S. History requires reading and writing outside class of about 2 hours per class (or approximately 45 min to 1 hour per night).

AP U.S. History students will not make “A’s” as easily as in some other classes. Students need to be prepared to be graded for their work on a college level.

AP U.S. History requires self-discipline to complete assignments, and willingness to work on improving skills. Students who have frequent absences will not be successful.

The key to success in AP U.S. History is, above everything else, MOTIVATION. If a student wishes to learn and to be in a class with many opportunities for participation and discussion, the student can succeed.

Please sign below if you understand the expectations for AP U.S. History, and if you are ready to take the challenge.

STUDENT_____________________________________________

PARENT_______________________________________________

DATE__________________

PARENT CONTACT INFORMATION:

PHONE ______________________________________________

EMAIL ______________________________________________

PREFERRED METHOD OF CONTACT___________________

**Please return this signed letter to the basket in room 212 when you pick up your book.

mailto:[email protected]


TUSCARORA HIGH SCHOOL APUSH Summer Assignments 2012

PLEASE PICK UP YOUR TEXTBOOK BEFORE THE END OF EXAM WEEK (Room 212)

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 presentB. Development of skills in evaluating historical materials, both primary and secondaryC. Improvement of skills in test-taking and essay-writingD. 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 Possible6 minutes 9 Question Multiple Choice Quiz 10030 minutes 45 Question Multiple Choice Test 50035 minutes Free Response Essay 20060 minutes DBQ 300

HomeworkCompletion PointsAll completed 50Mostly completed 40Half completed 25Not turned in 0

AP U.S. HISTORY SUMMER ASSIGNMENT CHECKLIST

________ PART A: 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 Wednesday/Thursday, August 29/30.

________ PART B: TEXTBOOK QUESTIONSRead 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 Wednesday/Thursday, August 29/30.

________ PART C: DBQ ANALYSIS WORKSHEETComplete 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 Wednesday/Thursday, August 29/30.

________ 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 Tuesday/Wednesday, September 11/12.

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, and can be completed during the summer:

1. The Killer Angels, by Michael Shaara (due early in December)2. The Greatest Generation, by Tom Brokaw (due in February).

MATERIALS NEEDEDPlease be sure to obtain the following materials no later than Wednesday/Thursday, August 27/28:

1. Loose-leaf paper2. three-ring binder (minimum 2 inches)3. 2 sets of 5-tab dividers4. 3x5 index cards (minimum 10 packs of 100 cards)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 working with you next year!

Bernadette Blackburn ([email protected])Elizabeth Lyon ([email protected])

Main number: 571-252-1900

APUSH SUMMER ASSIGHMENT: PART A



Chapter Identifications: DUE at the start of class on Wednesday/Thursday, August 29/30.

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-IndiansArchaic peoplesMesoamericamaizeOlmecMayaAztecIncaconquistadoresSouthwest tribes

Eastern Woodlands tribesIroquoisslash and burn methodGreat Plains tribes

Thought Questions:

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.


Chapter 2 – The Rise of the Atlantic World, 1400-1625


Columbian ExchangeGold CoastRenaissanceReconquistaFerdinand and Isabellaenclosure movementmarket economyjoint-stock companyProtestant ReformationMartin LutherCalvin and predestinationCounter ReformationHenry VIIISeparatistsPilgrimsMayflower CompactSquanto and SamosetPuritansAnglicansconversion experiencePrince Henry the NavigatorTrans-Atlantic/“New” SlaveryChristopher ColumbusTreaty of Tordesillas

Vasco de GamaJohn CabotVasco Nunez de BalboaCortes and PizarroEncomienda systemColumbian ExchangeSt. Augustine, FloridaNorthwest PassageSamuel de ChamplainSpanish ArmadaElizabeth I“Lost Colony” of RoanokeVirginia Company of LondonCaptain John SmithPowhatanJohn Rolfe“Starving Time”PocahontasHeadright systemOpechancanoughVirginia General AssemblyHouse of BurgessesNew Netherland

Thought Questions:

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


Chapter 3 – Expansion and Diversity: The Rise of Colonial America, 1625-1700


Anthony JohnsonChesapeakeNew EnglandCarolinaMiddle ColoniesJohn Winthrop “A Model of Christian Charity”“City upon a hill”The Pequot WarRoger WilliamsAnne HutchinsonAntinomiansMassachusetts General CourtNew England town meetingHalf-Way CovenantKing Philip’s WarMetacomSalem Witch Trials

Virginia House of BurgessesRoyal Governor’s CouncilCecilius Calvert (Lord Baltimore)Maryland Act of Religious TolerationTobacco economyindentured servantsBacon’s RebellionGovernor BerkeleyPeter StuyvesantNorth CarolinaSouth CarolinaNew NetherlandWilliam Penn and the QuakersOhio Valley fur tradecoureurs de boisNew MexicoPueblo Revot

Thought Questions:

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.


Chapter 4 – The Bonds of Empire, 1660-1750


Stuart RestorationCharles IIDominion of New EnglandSir Edmond AndrosGlorious RevolutionWilliam and MaryLeisler’s RebellionJohn CoodeKing William’s WarQueen Anne’s WarmercantilismNavigation Actssalutary neglectMiddle PassageScots-IrishPhiladelphiaNew York

BostonCharles TownWalking Purchase TreatyJames OglethorpeStono RebellionNew York Conspiracy of 1741King George’s WarBoard of TradeJohn Peter ZengerEnlightenmentBenjamin FranklinDeistsFirst Great AwakeningJonathan EdwardsGeorge WhitefieldNew Lights vs. Old Lights

Thought Questions:

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.

APUSH SUMMER ASSIGHMENT: PART B

Textbook Questions: DUE at the start of class on Wednesday/Thursday, August 29/30.

A. TEXTBOOK Questions:

Read chapters 1-4, and use the pages indicated to answer the questions below. Length is not important; please answer the questions directly and concisely in your own words, in paragraph form. Answers should be handwritten. (note: Question 1 is a chart, and complete sentences are NOT necessary!). PART B is due on the first day of class .

1. Characterize the cultures (Native American, African, European) that met in the Americas, from prehistory to 1625 (ch 1-2). Complete the chart:

Economic strengths and structures

Spiritual & social values

Family or tribal structure

Government

Native Americans

Africans

Europeans

2. The meeting of these cultures (question 1), the “Columbian exchange,” led to both great achievements and terrible disaster. Explain the achievements and the disasters that resulted from this meeting of cultures. (pp. 33-42)

AP United States History Summer Assignment 2012-2013

3. What was the “New England way”? What events in 1660-1700 brought changes to the Puritan communities? (pp. 53-68) 4. Explain several ways each of the following products affected the growth of America (pp. 68-78):

(a)sugar(b)tobacco(c)rice

5. Define mercantilism, and explain the four major ways it affected the American colonies. (pp. 94-96)

6. Some historians have said that America could not have been built without unfree labor (indentured servants and African slaves). Give reasons for or against this view. (pp. 96-108)

7. How did each of the following leaders illustrate Enlightenment (116-117)?(a)Ben Franklin(b)Thomas Jefferson

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APUSH SUMMER ASSIGHMENT: PART C

DBQ Analysis: DUE at the start of class on Wednesday/Thursday, August 29/30.

Documents on the New England and Chesapeake regions.

1. Complete the attached chart, comparing the two regions, based on your reading in chapters 2-3. Include 3-5 facts in each category or box. Part C is due on the first day of class.

Chart Exercise Based on Textbook (Boyer): Comparing the New England Colonies to the Chesapeake Region

Categories New England Colonies Chesapeake Region

Geography

Purpose/Goals

Economic

Settlers/People

Religion

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APUSH SUMMER ASSIGHMENT: PART D

10 Days that Unexpectedly Changed America: DUE by the start of class on Tuesday/Wednesday, September 11/12.

10 DAYS THAT UNEXPECTEDLY CHANGED AMERICA

“The Gold Rush,” January 24, 1848

QUESTIONS: Your answers MUST be hand-written on notebook paper. You do not need to re-write the questions. I expect you to answer each part of the question in complete sentences. The length of your answer should be determined by the complexity of the question.

1. Why did Sutter keep the discovery of gold secret?

2. Who were the “forty-niners?”

3. Describe the overland journey for those leaving the eastern U.S. How long did it take to get from Missouri to California? About how many travelers braved the Oregon-California trail in 1849?

4. Describe the mining towns that quickly sprang up in California.

5. Which law became the first to restrict immigration from a specific country?

6. How did the transcontinental railroad impact the U.S. (specifically in the West)?

7. Explain the following quote in your own words, “The Puritan work ethic and the ideals of Jeffersonian yeoman farmer, where success came in steady and modest doses, gave way to the expectations of quick riches, because the gold rush made immediate and vast wealth accessible and rewarded risk (pg. 72).”

8. Which important (and divisive) issue had to be decided when California applied for statehood?

9. Explain the following quote in your own words, “The spirit of the gold rush did not end with the Civil War. It extended well into the twentieth century. The audacious forty-niner spirit is reflected in modern-day high-tech Argonauts who mine the rich veins of science and technology (pg. 77).”

10. True/False – Sutter and Marshall became rich after their discovery of gold in California.

ESSAY: Your essay MUST be hand-written on notebook paper. You may use the same paper as your questions. Your essay does not need to be complex. Simply use the information from the reading as well as your personal opinion to write your essay.

“Compare the pros and cons of the gold rush and western settlement on the United States as a whole.” Explain your answer in 2-3 well-written paragraphs.

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“Antietam,” September 17, 1862


1. Describe General Robert E. Lee’s military career and decision to support the Confederates.

2. What advantage did McClellan have going into the battle at Antietam?

3. True/False – At the time of his election, Abraham Lincoln planned to free slaves in the South.

4. Identify TWO Union advantages at the beginning of the Civil War.

5. The Confederates hoped to gain support from which foreign country? Why?

6. Why did President Lincoln fire McClellan?

7. What was the Emancipation Proclamation?

8. Describe General Ulysses S. Grant’s strategy of “total war.”

9. Explain the following quote in your own words, “By the end of the Civil War, Lincoln spoke of a nation, rarely of a union. After 1865, the new usage ‘the United States is’ symbolized a fundamental shift in how Americans saw themselves (pg. 98).”

10. How did the Civil War impact the South?


“Do you think the Civil War was inevitable? Be sure to identify the major causes of the Civil War and explain your answer in 1-2 well-written paragraphs.”

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“The Homestead Strike,” July 6, 1892


1. How did the Haymarket Square Riot (1886) impact the labor movement in the late 1800s?

2. Describe the business practices of Andrew Carnegie.

3. What were “scabs?”

4. What happened when the townspeople met the Pinkertons on the riverbank?

5. Who developed a new method for mass producing steel? How did this impact factories in the U.S.?

6. Explain the following quote in your own words, “’It would seem that the bullet from Berkman’s pistol, failing in its foul intent, went straight through the heart of the Homestead strike,’ (pg. 120).”

7. True/False – Andrew Carnegie’s company became the largest steel manufacturer in the world by 1896.

8. What were the major uses for steel in the U.S. (during peacetime and wartime)?

9. Explain the following quote in your own words, “The strike made clear that in labor disputes government would intervene decisively on the side of capital (pg. 123).”

10. Why did the Pullman Company go on strike in 1894? Who led the boycott against the railroad?

ESSAY: Your essay MUST be hand-written on notebook paper. You may use the same paper as your questions. Your essay does not need to be complex. Simply use the information from the reading as well as your personal opinion to write your essay. Choose ONE of the following.

“Do you think the government should support workers demanding better conditions, higher wages, and shorter workdays?” Explain your answer in 1-2 well-written paragraphs.

OR

“After reading this selection, would you consider Andrew Carnegie to be a robber baron? Why or why not?” Explain your answer in 1-2 well-written paragraphs.

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“Murder at the Fair: The Assassination of President McKinley,”

September 6, 1901


1. Describe William McKinley’s early political career and his personal life.

2. Where did McKinley visit the day he was shot? Why did his security guards not want him to attend?

3. What happened to Leon Czolgosz?

4. Why was Theodore Roosevelt chosen to be McKinley’s running mate in 1900?

5. Describe Roosevelt’s personality and beliefs about government.

6. What were “bad” trusts in Roosevelt’s opinion? Why was he called a “trustbuster”?

7. How did Roosevelt address the coal miners’ strike in Pennsylvania?

8. Which book convinced Roosevelt to seek passage of the Meat Inspection Act?

9. What was the significance of the Roosevelt Corollary?

10. Explain the following quote in your own words, “[Roosevelt] urged Progressives to recognize that only a strong federal government could protect the public’s interest. Democracy was not incompatible with increased government; indeed, only government could guarantee true freedom and democracy (pg. 145).”


“Do you think the Progressive Movement would have been as successful without Theodore Roosevelt as president?” Be sure to cite specific examples and explain your answer in 1-2 well-written paragraphs.

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“Scopes: The Battle over America’s Soul,” July 21, 1925


1. Which play (and later movie) is based loosely on the events of the Scopes Trial?

2. Which innovation was most significant to life in the 1920s? How did it change American lives?

3. How and why did the American Civil Liberties Union (ACLU) become involved in the trial?

4. How did the addition of William Jennings Bryan and Clarence Darrow impact the public view of the case?

5. Explain the following quote in your own words, “The new fault line in the twentieth century was between the values of an older rural past and that of a rising urban culture (pg. 159-160).”

6. Describe the scene on the first day of the Scopes Trial.

7. What was the prosecution trying to prove at the beginning of the trial?

8. Who did Darrow call to the stand as an expert on the Bible? What was Darrow’s intent?

9. True/False – By 1930, 70 percent of high schools in the U.S. taught evolution.

10. Explain the following quote in your own words, “Unlike most turning points in history, the Scopes trial is important for the questions it raised, not for the answers it provided (pg. 174).”


“In your own opinion, can science and religion coexist in American society and schools?” Explain your answer in 1-2 well-written paragraphs.

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“Einstein’s Letter,” July 16, 1939


1. What was perhaps the most significant discovery of the twentieth century?

2. Why did Leo Szilard contact Albert Einstein?

3. Why did Einstein flee Germany for the U.S. in 1932?

4. True/False – At the beginning of World War II, most Americans (including Congress) wanted to remain neutral.

5. What happened on December 7, 1941? How did this impact U.S. efforts to build an atomic bomb?

6. Explain the following quote in your own words, “[J. Edgar] Hoover’s suspicions kept the most brilliant scientist of the century from working directly on the most important scientific project in modern times (pg. 190).”

7. What did American intelligence find in Strasbourg, Germany in 1944?

8. How did Einstein feel about the use of the atomic bomb later in his life?

9. Explain the following quote in your own words, “The threat of nuclear annihilation permanently altered America’s role in the world, forcing the nation to abandon its instinctive isolationism and assume the responsibilities of a global superpower (pg. 196).”

10. How did the Cold War with the Soviet Union impact the U.S.?


“Do you agree with Truman’s decision to drop atomic bombs on Japan at the end of World War II?” Explain your answer in 1-2 well-written paragraphs.

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“When America Was Rocked,” September 9, 1956


1. What was Ed Sullivan’s one cardinal rule about his television show?

2. Describe the economy of the U.S. and daily lives of Americans between 1945 and 1960.

3. Why was rock ‘n roll called “race music?”

4. Explain the following quote in your own words, “Rock, in other words, promoted a cultural intermingling at a time when social mixing was still illegal (pg. 213).”

5. Why did parents fear the influence of Elvis Presley?

6. Which invention was first created in the 1920s but gained widespread acceptance in the 1950s? How was it used to reinforce the ideals of American life?

7. What percent of the TV audience tuned in to Presley’s first appearance on the Ed Sullivan Show?

8. Which TV show became America’s top-ranked daytime show in 1956 and had most influenced the popularity and success rock ‘n roll?

9. Identify TWO ways that Elvis Presley has been commemorated since his death in 1977.

10. Explain the following quote in your own words, “Elvis did more than sell records – he defined an era. He gave voice to a youth revolt that touched off a social revolution in the 1960s and 1970s (pg. 224).”


“Do you think music influences your life today?” Be sure to cite specific musicians and/or styles and explain your answer in 1-2 well-written paragraphs.

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“Freedom Summer,” June 21, 1964


1. Identify TWO ways that southern states denied voting privileges to blacks.

2. Describe the living and working conditions of blacks in Mississippi.

3. Why did Robert Moses invite white college students to join his campaign in Mississippi?

4. Why were Michael Schwerner, James Chaney, and Andrew Goodman stopped by a Philadelphia deputy sheriff? Why did the deputy take them to jail?

5. Explain the following quote in your own words, “While the search for the bodies and the killers would unite the nation in support of greater civil rights protections, it increased racial tension within the southern civil rights movement and marked the beginning of the end of the integrated effort to end Jim Crow (pg. 241-242).”

6. Why was President Lyndon B. Johnson unwilling to ask Congress for a voting rights bill in 1964?

7. True/False – The KKK’s killing of the three men intimidated other young people from going to Mississippi in the summer of 1964.

8. Why did many blacks turn toward more militant politics after the Democratic National Convention in 1964?

9. What caused President Johnson and many liberal students to turn their attention away from the Civil Rights Movement?

10. Explain the following quote in your own words, “Highlighting the brutality of southern racism, these murders set the stage for America’s ‘Second Reconstruction.’ Southern whites had always used violence to suppress their black population, but now television cameras projected into the homes of millions of Americans disturbing images of police dogs mauling elderly black women and fire hoses knocking innocent children to the ground (pg. 247).”

11. Which two laws were signed by President Johnson in the wake of the murders?

12. When was Edgar Ray Killen finally brought to justice? What was his sentence?

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