2016 APUSH

Summer Reading Assignments

Mrs. Becki Enders ()

School Webpage:

Considering Advanced Placement US History?

  1. Take the course for the right reason.
  2. It is about the journey, not the destination.
  3. The pace is fast, but the course is predictable and manageable.
  4. The summer assignments are an excellent indicator of student performance.

Expectations

Responsibility / Student centered; students responsible for ensuring their success in the class; teacher role is a facilitator of learning
Homework / Homework is assigned, but not all may be graded; purpose is to reinforce classroom activities and to fill in gaps of knowledge; expected to be completed individually; designed to impart the knowledge necessary to take the AP exam and to reinforce the skills needed to pass the exam (just doing all of your work does not guarantee you an “A”, just like in college); not only must you do the work, you must understand and retain it as well; you must take ownership of the material and STUDY!
Class Structure / Resembles what is seen in university classrooms; students are provided a college-level textbook and supplemental readings; grades rely on written work, reading quizzes, vocabulary, quizzes, tests, and projects; synthesis, analysis, and application of information is emphasized

Expectations: This is a college-level course that will require an extensive amount of reading, essay writing, and critical analysis of primary and secondary sources throughout the year in preparation for the United States History Exam given by the College Board in May 2017. The assignments are typical of what will be completed during the school year. They include mastering chapter identifications, skills worksheets, note-taking skills, and document analysis.

Key Dates for Summer 2016

**No late assignments will be accepted throughout the summer**

  • Thursday, June 9th—Meet with Mrs. B. Enders during 1st lunch in room 403
  • Thursday, June 14th—Return commitment paper to Mrs. B. Enders in room 403
  • Monday, June 30th by 3:30 PM to the high school offices
  • Chapter 1 skills worksheets, Historical Change Log, handout on Columbian Exchange
  • Monday, July 28th by 3:30 PM to the high school offices
  • Chapters 2-3 skills worksheetsHistorical Change Log, handout on How Capitalism Saved the Pilgrims
  • Monday, August 15th by 11:59 PM via Googledocs (shared with me)
  • LongEssay Question
  • Monday, August 29th during your first APUSH class with Mrs. Enders
  • Chapter 4skills worksheets, Historical Change Log, handout on Conflict and Commerce: The Rise and Fall of New Netherland

**IF YOU WANT TO KEEP YOUR HISTORICAL CHANGE LOG FOR THE ENTIRE YEAR IN A SPRIAL NOTEBOOK OR COMPOSITION BOOK, THEN ASK THE LADIES IN THE OFFICE TO COPY THEM AND HAND IN THE COPY AND NOT YOUR NOTEBOOK!**

The Assignments

Theme / Explanations
THEME #1
Exploration and Discovery / Please complete the following for the Exploration and Discovery theme:
  • Read Chapter #1: “New World Beginnings”
  • Complete Historical Change Log while reading
  • Master chapter vocabulary
  • Complete Skills Worksheet pages
  • Read article “The Columbian Exchange” and complete handout

THEME #2
European Settlement / Please complete the following for the European Settlement theme:
  • Read Chapter #2: “The Planting of English America”
  • Complete Historical Change Log while reading
  • Master chapter vocabulary
  • Complete Skills Worksheet pages

THEME #3
English Settlement / Please complete the following for the English Settlement theme:
  • Read Chapter #3: “Settling the Northern Colonies”
  • Complete Historical Change Log while reading
  • Master chapter vocabulary
  • Complete Skills Worksheet pages
  • Read How Capitalism Saved the Pilgrims and complete handout

THEME #4
American Life in the 17th Century / Please complete the following for the American Life in the Seventeenth Century theme:
  • Read Chapter #4: “American Life in the Seventeenth Century”
  • Complete Historical Change Log while reading
  • Master chapter vocabulary
  • Complete Skills Worksheet pages
  • Read article Conflict and Commerce: The Rise and Fall of New Netherland and complete handout

CORE CONTENT OF APUSH

Historical Change Log:Your logs will help you organize main points of information and connect information historically though out time periods. Change over time is a key concept that will be vital to your writing and learning in APUSH content.

Identifications: Your chapter identifications are simply essential vocabulary terms, people, or events of note. As we progress through the year it is your responsibility to master these identifications. A mastery of this material will complement lecture discussions and serve as review for the May exam. To assess your mastery of these terms, you will be assessed on these terms throughout the year.

Sills Worksheets/Guided Reading Questions: Each chapter you read this year will have a collection of skills worksheets and/or questions to guide you through your reading and to review the content covered in the readings.

Outside Readings: Your outside readings will encompass historical journals, scholarly articles, historical novels, or biographies to complement course content and examine alternative perspectives. You will be expected to generate notes in a variety of formats to demonstrate your understanding of the readings.

Writings: You will learn to write precise short answer responses for the SAQ portion of the exam where you will need to have specific and clear examples of the topics at hand. Additionally, you will be responsible for examining documents and creating written responses encompassing the context and material of the readings for the DBQ portion of the exam. You will also learn to use historical thinking skills and synthesis to write about specific time period to respond for the LEQ section. All writings will be graded according to the College Board writing rubrics.