AP U.S. History Summer Assignment Teacher: L. Jones (school email:
[email protected]) We cannot change the past, but we can develop a better understanding of past events, therefore, providing us with a framework upon which to build the future. In light of current events, the study of U.S. history is ever more important as you begin to make decisions today that will affect your future and the future of our nation. AP U.S. History is designed to provide students with analytical skills and factual knowledge necessary to deal critically with the problems and materials for U.S. History. This is a two-semester survey of American history from the age of exploration to the present. Solid reading and writing skills, along with a willingness to devote considerable amount of time to homework and study are necessary to succeed. This class will teach you to assess historical data, weigh the evidence, and interpret their relevance in order to arrive at conclusions based on informed judgment. Throughout the year, you will present reasons and evidence to support those conclusions in essay format. All students will be encouraged to take the Advanced Placement Exam, as is the objective of all AP Classes. SUMMER ASSIGNMENT: Students are to check out the following book from the bookroom after June 1st. 1) AP U.S. History course textbook Fraser, James W., By the People 2) It is STRONGLY recommended that you purchase John Newman & John Schmalbach’s book, United State History; Preparing for the Advanced Placement Examination Published by AMSCO and henceforth referred to as the AMSCO book (cost is $18.95 website: http://www.amscopub.com/us-history-preparing-for-ap-exam) 3) Additional reading – will be used throughout the year – purchase if possible Zinn, Howard: A People’s History of the United States. The complete textbook can also be found on line at http://libcom.org/library/peples-history -of-united-states-howard-zinn Because we have a shorter first semester and we have a specific amount of content to cover, your summer assignment is to address early American history (Period 1 and 2). This background information should have been covered in earlier studies of U.S. History (the eighth grade). The primary focus of this time period is the pre-colonial and colonial era of US history (1590 to 1750). By The People, the current AP US History textbook, will be available for checkout after June 1. It is the responsibility of the student to take care of securing a book if he/she will require one even if you purchase the AMSCO book.
PART I - TEXTBOOK: By the People Read Chapters 1 – 4 (pages 1 through 93) As you read through the chapters, you will come across ‘Quick Review’ questions following different sections. You are to answer each of these questions and make sure to label your response with the number beside each question (i.e. 1.1 for the first question). Make sure to examine the time lines/graphics/pictures/maps, etc. presented in the chapters. Complete the chapter by answering the “Chapter Review” question found at the end of each chapter. Complete the map and chart attached and prepare for the exam to be given the first week of class. List of objectives on page 3.
OR PART I – AMSCO BOOK: Period 1 and 2 Read Chapters 1 – 3 (pages 1 through 63) As you read through the chapters, you will find at the end of each chapter a list of ‘Key Terms by Theme.’ (There are seven recurring themes in history and we will be addressing them through each period throughout the year. Pages xvii – xviii will explain each theme.) You are to create a brief explanation of each theme by using the key terms listed under each theme. On page14, the first theme is Exchange and Interaction (WXT, ENV) and there are 3 terms under that heading. You are to write a brief explanation of that theme using those three words (you can include more terms, but you must use at least these three. Complete the rest of the themes. You will continue this same exercise throughout each chapter. Make sure to examine the time lines/graphics/pictures/maps, etc. presented in the chapters. Complete the chapter by answering the “Historical Perspectives” question found at the end of each chapter. ****Answer Chapter 1 question AFTER you have completed your reading of Chapter 1 of Zinn‟s People’s History. Complete the map and chart attached and prepare for the exam to be given the first week of class. List of objectives on page 3. PART II – ZINN READING: Read chapter 1: “Columbus, the Indians, and Human Progress”
You will be writing a reaction paper following the guidelines presented in the attached How to Write a Reaction Paper information sheet. As you read the Zinn chapters, you should be annotating and/or making notes of quotes and sections that pertain to the questions on the reaction paper handout. This paper should follow the Ms. Jones writing guidelines presented in this packet of information. Your reaction paper is due the first day of school.
OBJECTIVES: Following your summer reading you should be able to
explain the developments in Europe & Africa that led up to Columbus‟s voyage to America explain the changes & conflicts that occurred when Europe, Africa, & America collided describe the Spanish conquest of Mexico & South America state the factors that led England to begin colonization (i.e. primogeniture) describe the development of Jamestown colony from its disastrous beginnings to its later prosperity locate and label each of the 13 colonies and explain how each began define royal, charter, and proprietary colonies identify the major leaders & players of each of the 13 colonies describe the changes in the economy & labor system in the southern colonies explain the similarities and differences among the southern colonies describe the Puritans and their beliefs & explain how they came to the new world (“city upon a hill”) explain basic governmental and religious practices of the Massachusetts Bay Colony explain how religious conflict led to the expansion of New England explain how the Middle Colonies became so ethnically diverse describe the central features of the middle colonies & explain how they differ from New England and Southern colonies describe 17th century colonial America (social, culture, population) compare and contrast New England and Southern (Chesapeake) colonies explain how indentured servitude led to political trouble and growth of slavery describe the slave trade of early African American slavery - triangle trade route describe the New England way of life, Salem Witch Trials, describe the basic population & social structure of 18th Century colonies and explain how they had changed since the 17th century describe the basic features of colonial politics - role of various official and informal political institutions explain the changes in population growth, the role of religion, the First Great Awakening
How to Write a Reaction Paper To achieve success in academia, you must be able to read, understand, and critique articles of historical significance. As you progress through your educational career, and especially as you participate in the higher level classes, you will invariably be required to give an opinion regarding a book, article, or primary source document. The instructor is looking for your reaction to the materials being read and studied. A reaction paper is the essay you write in response to this directive. Reaction (or response) papers are assigned so that you will consider carefully what you think or feel about something you have read and should be more than a simple summary of the material; it should contain your opinion or reaction to reading the material. This may take a variety of forms: you may compare the work to other related materials or teachings, you may hypothesize about other alternatives the author could have taken, or you may argue for or against the work questioning assumptions or value or accuracy. The following guidelines are intended to help you develop the skill of writing reaction papers. Read whatever you‟ve been asked to respond to and while reading think about the following questions and jot down ideas as you read.
How do you feel about what you are reading? What do you agree or disagree with? How would be the best way to evaluate the reading? – does the evidence provided by the author support his/her statements What you have gained from reading the material? Give examples from the text. Analyze the material What is its purpose? Does it achieve its goal?
Prewriting
Keeping your responses to these questions in mind, follow the prewriting steps listed below: The following statements could be used in a reaction paper. Complete as many statements as possible from the list about what you have just read: I think that….. I see that….. I feel that…… It seems that…… In my opinion…… A good quote (or quotes) is/are……. Examine the notes and answers generated by this prewriting process. Find a common theme within these notes and write a thesis statement based upon this theme. Determine what points within the evidence supports your thesis/stance/opinion. These points will become the primary argument for your reaction paper. Use supporting evidence, details, examples, and quotations from the reading that strengthen your stance.
A Reaction Paper should be equally divided between two parts: a Summary and an Evaluation. The Summary should encapsulate the essential ideas from the assigned readings in the textbook. Imagine that you are writing for an intelligent, curious reader who has no knowledge whatsoever of the book you're writing about. Your Summary should make your reader aware of the fundamental ideas presented in the chapters under discussion. What are the main points made by te author? What are his/her principal arguments--i.e., what are his most important premises and conclusions? Your goal in your Summary is to convey, in only two pages, the most significant ideas from several chapters in the textbook, which means you'll have to think very carefully about exactly which ideas are most important and why--your task is to distill the ideas from several chapters down to their critical essence that can be expressed in a very brief space. At the same time, your Summary will give you the opportunity to demonstrate not only that you have a very solid understanding of the ideas presented in the textbook, but that you can clearly explain those ideas to someone else. The Evaluation, should present an original analysis of the assigned readings in the textbook. What did you think of the author‟s presentation? What did you think about the quality of his/her reasoning? Were his/her arguments well-supported by evidence? To your knowledge, did he neglect to consider any significant evidence that would have an important bearing on his conclusions, either positively or negatively? Were his arguments persuasive? Why or why not? What questions did the author leave unanswered? What questions did he inspire you to want to investigate? Has your thinking or understanding changed in any way as a result of having read the assignment? If so, how? How do the author‟s arguments and conclusions relate to other topics that you are personally knowledgeable about, or to other beliefs that you hold? Have you changed your mind about anything as a result of having read the assignment? In short, the Evaluation gives you the opportunity to express the results of your original thoughtful analysis of the assigned readings. Organizing Your Reaction Paper: a reaction paper has an introduction, body, and conclusion The introduction should contain all the basic information in one paragraph: The title and author of the publication, a brief summary of what you read, and your thesis statement (agree, disagree, evaluate, or hypothesize). The thesis should be one sentence focused on one stance and key points (reasons that you feel as you do) that focus your ideas and become your topic sentences. The body should contain the two parts: the summary and the evaluation with supporting evidence, details, quotes, facts, etc. to prove your stance or give strength to your opinion. Make sure the last sentence in the paragraph leads to the next paragraphs. Transitions are important and give fluidity to your writing. The conclusion restates what you said in your paper in regards to your reaction – ties everything up.
Ms. Jones Writing Guidelines Blue or Black ink only. Typed papers are accepted, however, typed manuscripts will be subject to the Internet test for plagiarism. NO pencil for turned is assignments. Do not plagiarize, cheat, copy from one another Do not use personal pronouns – don‟t use „I‟, me, you, your, our, us, we, mine, myself Do not use ‘it’ – find a word for this vague pronoun or change your sentence structure Use the pronoun ‘they’ VERY sparingly. Check mechanics – correct spelling and grammar are appreciated and improve clarity your paper. Use „alot‟ because „alot‟ is NOT a word – always two words: a lot Do NOT use contractions. Do not divide a word at the end of the line…just take the entire word to the next line DO write on the front side only and double space/skip every other line DO use clear penmanship/appropriate font