AP US HISTORY SUMMER ASSIGNMENT Teacher: Mrs, Basilone Contact: chasilone@currituck.ki2.ne.us Welcome to AP US History 11, otherwise known as APUSH. You have enrolled in what will be a very challenging course in high school. Advanced Placement courses are courses that are taught on a college level in order to prepare you for the rigors of college course-work. You will enjoy the course, learn extraordinary amounts of history, hone your writing, study, and critical thinking and analysis skills, learn to take notes from readings and lectures, and participate in analysis of historical documents. Further, you will practice essay writing skills, as well as academic discussion and historically based projects. ‘The summer assignment is a mixture of tasks similar to ones you will be expected to complete ‘throughout the course. I strongly advise you to get started on these assignments as soon as. possible and pace yourself. If you compiete the summer assignment successfully, you will know if you can handle all that this course will require. Good luck! Please read the following instructions carefully. If you have any questions, please see me in Room D-08 before the end of the school year. For questions relating to these assignments that come up during the summer, you may e-mail ebasilone@currituck.kI2.nc.us or send a message via the APUSH Edmodo group (Code: akhnSm) . LATE WORK WILL BE DOCKED A FULL LETTER GRADE FOR EACH DAY LATE; FAILURE TO ‘TURN IN ASSIGNMENTS DUE ON THE FIRST DAY WILL PUT YOU SERIOUSLY BEHIND. Materials needed: A three ring binder Small college ruled notebooks (at least two to start with) that will be housed in your binder * Dividers for your binder with sections labeled assignments, handouts, reading notes, lecture notes. Index cards (for study cards throughout the year) Highlighters Pens and Pencils Directions for Summer Assignment: 1, Advanced Placement U.S. History is a reading-intensive course. To prepare you for this, come to the library before the end of school and check out your textbook, The American Pageant. 2, Read and outline Chapters 1-4. Put these notes in your first spiral notebook. Make your notes thoughtful, personal, and useful. DO NOT COPY EVERYTHING YOU READ! ‘Think before you write, and make sure you understand what you are writing down. Include important names, dates, and events. Itis vitally important to you that your notes are complete and scholarly and that you bring them to school every day. We will have at least two chapter quizzes during the first week of class, and you will be allowed to use any handwritten notes or flasheards you have created in order to complete your answers. It will always be to your advantage to thoroughly read, organize, outline, and THINK about the ‘material assigned before you step into the classroom,3. Complete an APUSH Chapter Synthesis for Chapters 1, 2, 3, and 4. This requires you to analyze the events of each chapter, consider significant social/political/economic/diplomatic or intellectual changes over time, come up with a few “big ideas” for the chapter, and list key terms. Your Chapter syntheses will be turned in on the first day of class as the FIRST clement of your summer assignment. You will NOT be allowed to use them on any quizzes, 4. Join the APUSH Edmodo group and locate the SAMPLE DBQ responses assignment. Read the student responses, noting the grades they received, and the comments posted by the evaluators. Read the analysis offered for each document in the sample DBQ. Familiatize yourself with the 9-point rubtic used to grade free response essays in APUSH. This rubric will be used to evaluate your DBQ essay response. 5. Review the Colonial America Document Based Question (“DBQ”) packet attached, Read the question and brainstorm a list of terms and phrases you might consider in writing an essay response, Using the acronym SOAPStone (explanation provided) analyze EACH of the 10 documents connected with the Colonial America DBQ. Your DBQ primary source analyses will be turned in on the first day of class as the SECOND element of your summer assignment. 6. Write an essay response to the Colonial America DBQ. Your essay should be made up of a minimum of five paragraphs consisting of a thesis paragraph, three supporting paragraphs, and a concluding paragraph. Your DBQ essay response will be tumed in on the first day of ‘lass as the THIRD AND FINAL element of your summer assignment. So what’s due on the first day of school? 1. Notes/outlines for Chapters 1-4 in the American Pageant. You will be able to use any handwritten notes/flashcards on the first week’s Chapter Quizzes. 2. APUSH Chapter Synthesis for Chapters 1, 2, 3, 4. One synthesis completed for each chapter. 2. DBQ“SOAPStone” document analysis for all 10 primary sources in DBQ packet, 3. DBQ essay response Good luck completing the assignment and please email ebasilone@urrituck.k12.nc.us or send a message via our APUSH Edmodo page if you have any questions!APUSH Chapter Synthesis Chapter Directions: Use your handwritten notes to summarize key information ideas from the chapter into the space on this page. 1. Timeline. Decide on the ten most important events of this chapter. List and briefly describe them below, along with an appropriate date. Please place the events in order, from earliest to most recent. You are cleatly limited by scope and space, and so choose yous words wisely. Be succinct, be clear, use yout own voice and your own words. Date Event Brief description/ significance Bell. After reading and outlining any chapter, important to step back and think about ‘When you think over the information p the chapter, what do you see as its “big ideas” or themes? Try to come up with at least three in the space below. TL, One of ous challenges in AP US History will be to look at charige over time, L that you be able to communicate your ideas about American history in a broad and expansive sense, but that you also 'o that end, please list what you believe to be all of the-key terms from the chapter below. These can be people, terms, less is NOT more. If something seems significant as you read /outline, it should become a key term on your list. I strongly recommend that you create flashcards of the terms that you find a challenge to understand /remember.Using The Acronym SOAPStone to analyze primary sources Subject What is it about? Oceasion What occasion was it created for and when? Audience Who is the intended audience? Purpose ‘Why was it produced? Speaker Who is the speaker and what is his or her importance? tone ‘What is the tone of the document? (biased, sarcastic, persuasive, etc.) Example #1 Andrew Jackson his presideney American public ‘enlightening public to Jackson’s abuse of presidential power editorial cartoonist, most likely 2 Whig tone opinionated, abusive towards Jackson an Pon Example #2 “You cannot qualify war in harsher terms than Iwill. War is cruelty, and you cannot refine it; «and those who brought this war into our country deserve all the curses and maledictionsa people can pour out.” the concept of Total War Civil War, later years America, especially the South explain and justify the use of Total War General William Tecumseh Sherman tone vindictive, unsympathetic aUPOM‘UNITED STATES HISTORY SECTION TL Part A (Suggested writing time—45 minutes) Percent of Section II score—45 Directions: The following question requires you to construct a colierent essay that integrites your interpretation of Documents A-J and your knowledge of the period referred to in the question. High scores will be eamed only. ‘by essays that both cite key pieces of evidence from the documents and draw on outside Imowwlédge of the period, ‘Jn what ways did ideas and values held by Puritans influence the political, economic, and social development of the New England colonies from 1630 throngh the 1660s? Document A Source: John Winthrop, “A Modell of Cristian Chatity,” 1630. «Wee must be knitt together, in this worke, as ope man, Wee must enitertaine each other in brotherly affection. Woe must be willing to abridge ourselves of our superthuitics, for the supply of others’ necessities. Wee must uphold a familiar commerce together in alt meckeness, gentlenes, patience and liberality, Wee must delight in eache other; make cother’s conditions our owne; rejoice together, moumne together, labour and suffer together, always haueving before our eyes our commission and community in the worke, a8 ‘members of the same body. ... The eies [eyes] of all people are upon us. Soc that if wee shall deale falsely with our God in this worke wee have undertaken, and soe cause hin to ‘withdrawe his present help from us, wee shell be made a story and a by-word through the world, GO ON TO THE NEXT PAGDocument B ‘TOWN MAP, COLONIAL NEW ENGLAND S J 2 '2|{*l/0{ 94} 9] |1 <1 Village Green Haul 4 Schoo Bees | gChurch ee & > elela a] LACS Timi scale eleeelelele 2 | 2 |lajalajalall et GO ON TO THE NEXT PAGE.C) YU Document C Source: The Enlarged Salem Covenant of 1636. In public or private, we will willingly do nothing to the offence of the church . ., ‘We bind cur selves to study the advancement of the ggpel in all tiuth and peace; both in regard of those that are within or without [church membership]... not laying a stumbling Block before any; no, not the Indians, whose good we desire to promote .... We do hereby promise to cary out selves in ali laviful obedience to those thi are over us, in Church or Commonwealth, knowing how well pleasing it will be to the Lord. We resolve to approve our selves to the Lord in our particular callings; shunning idleness -as the'bane of any state; nor will we deal hardly or oppressingly with any, wherein we are the Lord's stewards. Promising also tinto our best ability to teach our children and servants the knowledge of God, and of His Will, that they may serve Him also; and all this not by any strength of our Document D ‘Sonics! Williant Bradford, sfter the colonists" attack on the Pequot’s Mystic River village, 1637. ‘Ir was a fearful sight to see theri thus frying in the fire, and the streams of blood quenching the same; and horrible was the stink and scent thereof; but the victory seemed a sweet suctfice, arid they gave the praise thereof to God, who had wrought s0 wonderfully for ‘thorn, thus to enclose their enemies in their hands, and give them so speedy a victory over so proud; insulting, and blasphemous an enemy. GO ONTO THE NEXT PAC‘Document E ‘Source: A statement about education in New England, 1643, After God had carted us safe'to New England, and wee had builded our houses, provided nocessaies for our livelihood, rear'd convenient places for Gods worship, and setled the Civil Government: One of the next things we longed for, and looked after was to advance Learning, and perpetuate it to Posterity; dreading to leave an illiterate Ministery to the Churches, when our present Ministers shall lie in the Dust. And ag wee were thinking aid consultinig how to effect this great Works it pleased God io stir up the heart of one Mr. Harvard... Document F Source: Roger Williams, “A Plea for Religious Liberty,” 1644. God fequireth not @ uniformity of religion to be enacted and enforced in any civil state; which enforced uniformity sootier or later is the greatest occasion of civil war, ravishing of conscience, peisecution of Christ Jess in his servants, and ofthe hypocrisy and destruction of millions of souls. nm AGI GO ON TO.THE NEXT PAGE,Document G | ) Source: Nathaniel Ward, The Simple Cobbler of Agawam, 1647. Ho that i willing to tolerate any religion, or discrepant way of religion, besides his, i ‘own, unless it be in matters merely indifferent, either doubts of his own or is not sincere " i : ‘That state that will give liberty.of conscienée in tiiatters of religion, must give liberty of ~cofticience and conversation in their moral laws, or else the fiddle will be out of tune, and : some of the strings crack. Document H E Source: John Cotton, “Limitation of Government,” 1655, Let all the world learn-to give mortal men uo gredtec power than they are content they shall : ‘dse—for use it they will: And tnless they be better taught of God, they will use it ever and. ‘anon, ...No man would think what desperate deceit and wickedness there is in the hearts ‘of men, t ! tis therefore most wholesome for magistrates and officers in church and commonwealth I never to affect moré liberty and authority than will do them good, and the people good: for whatever transcendent power is given will certainly ovetnun those that give it and ‘those that receive it... tis therefore fit for every man to be studious of the bounds which the Lord hath set: and for the people, in whom fundamentally all power lies, to give as much power as God in His acknowledge all power and authority to the husband ... And go for children and servants, or any other you are to‘deal with: give them liberty and ‘authority you would have them use, and beyond that stretch not the tether; it will not tend to their good nor yours. + | ‘word gives to men... | So let there be dite bounds set —and I may apply it to falies: itis good for the wife to i ‘| A | \ GO ON TO THE NEXT PAIDocument I Source: Robest Keayne, in his lst will and testament, 1653. [My account books]... testify to the worid on my behalfe that I have not lived an idle, lazie or dronish life nor spent my time wantonly, fruitlessly or in company keeping as some have beene too ready to asperse (criticize) me or that I have had in my whole time either in Old England or New, many spare houres to spend unprofitably away or to sefreshe myself with recreations ... but have rather studyed and endéavored to redeeme ry time asa thing most déare and precyous to me and have often denyed myself in such refreshings thet otherwise I might lawfully have made use of. Dociuméint J Source: John Higginson, "The Cause of God and His People in New England,” 1662. ‘My Fathers and Brethyon, this is never'to be forgotton that New Englund ip originally a plantation of Religion, not a Plantation of Trade, Let merchants and such as are increasing Cont per Cent xémember this... that worldly gein was not the end and designe of the people of New England, but Religion. END OF DOCUMENTS FOR QUESTION 1 GO ON TO THE NEXT PAGE.