apush-actc 2017 summer assignment_2

The class is designed for the student who will take the time to read and complete the material.. Class Procedures for APUSH/HIS 108-109 Late Work and Incomplete Work Late work is defined

May 15, 2017

Dear Student:

As your Advanced Placement United States History (APUSH)/ HIS 108-109 instructor, I look forward to next school year introducing you to the analysis, projects, and research activities and expanding your knowledge and appreciation of this country’s history The APUSH/ HIS 108-109 course focuses on developing students’ understanding of American History from approximately 1491 to the present The course has students investigate the content of U S History for significant events, individuals,

developments, and processes in nine historical periods, and develop and use the same thinking skills and methods (analyzing primary and secondary sources, making historical comparisons, chronological reasoning, and argumentation) employed by historians when they study the past.

APUSH/HIS 108-109 is the equivalent of a two-semester introductory college U.S history course and is

very rigorous Solid reading and writing skills, along with a willingness to devote considerable time

to homework and study are necessary to succeed The class is designed for the student who will take the time to read and complete the material In order to cover the amount of material that will

be included on these exams, homework will be assigned often and the lecture method is used daily.

In addition, attendance is extremely important in this class Class time will be used to discuss ideas and concepts that are in the readings and assignments Students will need to be prepared to discuss

in class by taking the time at home to read and complete assignments In other words, this is a class that takes a considerable amount of time in addition to what is required in class This is a LECTURE based course.

Please find attached a general list of rules and procedures for my class These rules and procedures are subject to change at teacher’s discretion Additionally, please find attached the 2017 summer assignment.

If you have any questions, e-mail is the best way to contact me My e-mail

michelle.tackett@ashland.kyschools.us or please feel free to call 606-327-6040 ext 3605

I look forward to a successful year

Michelle Tackett

APUSH/HIS 108-109 Instructor

Rules for APUSH/HIS 108-109

1 This is a college course and students will be treated with college-level respect and will therefore need to exhibit a corresponding level of disciple, behavior and responsibility Thus, inappropriate behavior such as being late for class, not being prepared for class, interrupting lectures, and asking to be dismissed for various reasons will not be tolerated

2 Sleeping in class will not be tolerated (including during lectures) A student violating this rule will receive two warnings After the second warning the student will be referred to the counselor’s office

3 All work must be handwritten including notes.

4 No cell phone usage without instructor’s permission.

5 Do not record (voice and/or video) instructor

6 Hats, caps, toboggans, sweat/head bands, bandanas, and sunglasses are not to be worn in the classroom This includes wearing a hood on one’s head inside the classroom.

7 Cheating will not be tolerated; consequences will be a “0” on that assignment/exam and parent/guardian notification Plagiarism is defined as “to steal and pass off the ideas or words

of another as one’s own” (Merriam-Webster’s Collegiate Dictionary) Plagiarism will not be tolerated in this course If you are caught plagiarizing the above consequences will apply

Class Procedures for APUSH/HIS 108-109 Late Work and Incomplete Work

Late work is defined as assignments the student does not turn in when due If the assignment is not turned in on the due date, the student will be required to sign a form stating that he/she did not turn in the assignment The assignment grade will be reduced by 50% if turned in the next school day (if the work is not adequately completed to receive 50%, the grade will be less than 50%) After that a “0” will be recorded for the assignment

Incomplete work is defined as student work that is turned in on time, however does not follow the guidelines of the assignment Incomplete work will be graded for the portion completed

Make-up Work

In case of absences students should refer to the syllabus and Google Classroom to complete missed assignments If a student is absent on a scheduled test/quiz day, the student will take the exam in class upon return

Very important: If you are absent and an assignment was turned in the day of your absence, you must turn in the assignment upon your return Write the date of your absence and ABSENT on the top of your paper.

Exams

All exam dates have been set If you are absent the day before an exam, you must take the exam

on the set date If you are absent on the exam day, you must take the exam the day your return I do not

give extra credit on an individual basis and do not allow for retakes on quizzes and exams

Advanced Placement United States History/Dual Credit HIS 108/109

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Summer Assignment 2017-2018 Instructor: Michelle Tackett

Contact Information: michelle.tackett@ashland.kyschools.us

Read carefully:

DO YOUR OWN WORK It is essential that you do not copy this assignment from

someone else IF TWO OR MORE STUDENT ASSIGNMENTS HAVE IDENTICAL

MATCHING ANSWERS, THESE ASSIGNMENTS WILL BE CONSIDERED

COPIED/CHEATING (even if you are the student that did the work and allowed someone

to copy it) NO CREDIT WILL BE GIVEN FOR COPIED/CHEATING WORK PARENTS WILL BE NOTIFIED IMMEDIATELY

This class is largely about reading, so if you are tempted to not read and get the

information from someone else, I suggest that you do not take the class This class is designed for the student who will take the time to read and complete the material Class time will be used to discuss ideas and concepts that are in the readings and

assignments You need to be prepared to discuss in class by taking the time at home to read and complete assignments Again, this is a LECTURE based course

Plagiarism as defined by Marriam-Webster means “to steal and pass off (the ideas or words of another) as one’s own: use (another’s production) without crediting the

sources.” If you copy from anyone, anywhere and do not cite the information you will get

a zero on the assignment whether you knew it was plagiarizing or not Ignorance is not an excuse It is your responsibility to make sure that any idea you get from the internet, a book, or another author is cited

ASSIGNMENTS ARE DUE THE FIRST DAY OF SCHOOL NO EXCEPTIONS

No credit will be given to an assignment turned in past the due date

ALL WORK MUST BE HANDWRITTEN

Please note: If you put little effort into these assignments, expect little or no points

In preparation for your upcoming Advanced Placement/Dual Credit course, you will be required to complete the following assignments: (additional instruction are attached)

Part I Study APUSH Historical Thinking Skills, complete worksheet (you must have a printed copy of this worksheet), and prepare for a quiz the second day of school

Part II Read Chapter 1 in the American Pageant and answer/define the attached

questions and terms Prepare for quiz on terms the second day of school (Please find a copy of American Pageant Chapter 1 in additional file.)

Part III Read “New Visions, Old Stories: The Emergence of a New Indian History”

by R David Edmunds (article attached in a separate file) and complete the

attached chart/question form (you must have a printed copy of the chart).

Part IV Read “The Columbian Exchange” by Alfred W Crosby and complete the

margin notes using the provided guide (you must have a printed copy of the article with the margin notes) and complete activity at the end of the analysis

Part I Study/memorize APUSH Historical Thinking Skills, complete worksheet (you must have a printed copy of this worksheet), and prepare for a quiz the second day of school

Historical Thinking Skills (HTS): This course seeks to apprentice students to the practice of history by explicitly stressing the development of historical thinking skills while learning

historical content The history student best develops historical thinking skills by investigating the past in ways that reflect that discipline of history, most particularly through the exploration and interpretation of a rich array of primary sources and secondary texts and through the regular development of historical argumentation in writing

Below are the 9 historical thinking skills that you must memorize for APUSH/HIS 108-109 The nine HTS are grouped into four categories: Analyzing Sources and Evidence, Making Historical Connections, Chronological Reasoning, and Creating and Supporting a Historical Argument

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Complete the worksheet below.

Date _

Thinking as a Historian Directions: For each of the following questions below identify the historical thinking skill Each question has multiple answers

1 Tests often ask students to explain why one event or trait happened after or resulted from

another Which THREE prompts below would best be answered with an essay that emphasizes causation?

a Explain why American Indians were so diverse in 1491

b How did Spanish colonies differ from English colonies?

c How did religious beliefs influence American colonization?

d Did Columbus reflect the values of the late 15th century Europe?

e Analyze the impact of colonization on Spain

2 Statements that express causation often use words such as cause, effect, because,

hence, and result Which TWO of these statements best express causation?

a Because of Jackson’s Specie Circular, banknotes lost their value

b Jackson’s threat to use force and his willingness to compromise on the tariff persuaded the states’ rights advocates to back down

c Jackson charged that Adams and Clay made a “corrupt bargain.”

d The Anti-Masonic party viewed the Masons as a group of secret elite

3 Essay questions often ask students to focus on how a society has stayed the same or

evolved over time Which THREE of the questions or statements below would best be answered with an essay that emphasizes historical continuity and change over time?

a How did Massachusetts and the Chesapeake colonies differ?

b Use examples from both New England and Virginia to show the development in colonial America of a pattern of resistance to authority

c Describe how attitudes toward equality evolved during the colonial era

d Between 1607 and 1754, did the colonies become more or less like England?

e What caused the colonial economy to prosper?

4 Statements about continuity often include phrases such as “similar to” or “following in the path.” Statements about change often include phrases such as “unlike” and “unprecedented.” Which THREE of

the following statements best express either continuity or change?

a The Second Great Awakening was one of the many reform movements that swept the country in the 1800s

b Some historians believe that the strong sense of taking care of one another that existed in frontier settlements in the 1800s can be traced directly to the values of the Puritans of the 1600s

c African American leaders in the first half of the 1800s responded to slavery in various ways

d Henry David Thoreau’s legacy was revived by reformers in both the United States and India in the 20th century

e Listing the subjects portrayed in American painting in the 1780s and in the 1850s demonstrates how significantly the United States evolved in just seven decades

5 Historians divide the flow of past events into periods that share common traits They identify key dates that mark turning points The choice of those traits and turning points reflects a historian’s point

of view Which THREE of the following essay questions ask for an answer that emphasizes periodization?

a Compare and contrast the ideas and influences of Jonathan Edwards and George Whitefield

b How did the 1730s mark an important shift in colonial religious history?

c The years from 1607 to 1733 can be called the Era of English Settlement Explain whether you think this label fits the era

d Describe the trend in ethnic diversity in the English colonies between 1607 and 1775

e The Massachusetts school of law of 1647 marked the beginning of a new era in American education

6 Which TWO of the following statements best demonstrate the significance of

periodization?

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a The Clayton-Bulwer Treaty of 1850 was a defensive measure against the expansion

of British influence in Central America

b The great era of American expansion began not in 1830, but in 1803 with Jefferson’s decision to purchase the Louisiana Territory

c In the history of American expansion, 1860 is a meaningless date: the national attitude toward expansion was the same before and after that year

d The vote on the Wilmot Proviso demonstrated how members of Congress felt about the expansion of slavery

e The Ostend Manifesto was just a footnote in the long story of efforts by the United States to obtain Cuba

7 Historians often compare events to highlight similarities and differences They might

compare two contemporary developments or two developments in different time periods Which THREE of the questions or statements below would be best answered with an essay that emphasizes comparison?

a How did Pontiac’s Rebellion support the British argument for the Proclamation of 1763?

b Explain how the Declaratory Act was a cause of the Boston Tea Party

c Describe the similarities between Patrick Henry and James Otis

d How was the relationship between the colonies and Great Britain before and after the Seven Years’ War different?

e Analyze differences between Bacon’s Rebellion and the Stamp Act Congress

8 Which THREE of the following statements most clearly express comparisons or

contrasts?

a The reactions to both the Wilmot Proviso and the Ostend Manifesto demonstrated how sensitive the issue of slavery expansion was

b Douglas combined a desire to advance his personal interest in railroad expansion with a desire to keep the Union together

c Henry Clay was a great legislative leader because he believed in compromise

d While Harriet Beecher Stowe’s book was fictional and literary, Hinton Rowan Helper’s book was nonfiction and statistical

e John Brown shared similarities with Anne Hutchinson, Patrick Henry, and Nat Turner

9 Contextualization is explaining and evaluating how an event is shaped by broader trends

or its historical setting Which THREE of the items below would be best answered with an essay that emphasizes

contextualization?

a Explain how geography shaped the conflict between Great Britain and its American colonies

b How did the Enlightenment influence the American Revolution?

c Explain why the ideas expressed in the Articles of Confederation would make conducting a war difficult

d What caused the American Revolution?

e How did the American and French revolutions differ?

10 Which THREE of the following statements best express the idea of contextualization?

a While slavery ended throughout the Americans in the late 1700s and during the 1800s, the United States and Haiti were the only two places where it ended through large-scale violence

b The Republican economic plans carried out the ideas expressed in earlier days by Alexander Hamilton and Henry Clay

c The Emancipation Proclamation was written in rather boring language

d Considering that Sherman’s March was conducted as an act of war, remarkably few people died from it

e General Robert E Lee’s decision to join the Confederacy provides a fascinating look into how he thought about the world

11 Which TWO of the following statements best demonstrate the skill of placing an event in

context?

a Wages for American workers, though low, were higher than wages for similar workers

in Europe

b The creation of time zones demonstrated the nationalization of events and behavior in the late 19th century

c Eugene Debs dedicated his adult life fighting for working people

d Thomas Edison deserves great credit for his contributions to modern life

12 A historical argument is a carefully written chain of thoughts that includes a clear thesis

and analysis supported with evidence Which THREE of the following questions would be best answered with an essay that makes a historical argument?

a Summarize the differences between the Federalists and the Anti-Federalists

b Using more than one type of evidence, support or oppose this statement: “The Founders failed to see fundamental developments in American politics.”

c Explain whether you agree or disagree that differences in foreign policy in the 1700s were rooted in economic interests

d Explain whether you think the information in this chapter supports or opposes the ideas that compromise has been an essential part of American government since the founding of the country,

e Explain the main points of Hamilton’s financial plan

13 Which TWO of the following statements best express historical argumentation?

a Dunning’s view of Reconstruction was grounded in racial beliefs that almost no one accepts today

b I agree with the efforts of Charles Sumner on Reconstruction

c The Freedmen’s Bureau and Black Codes provide contradictory evidence for the conclusion that Reconstruction was a success

14 Which TWO of the following statements most clearly include evidence to support the

claim it makes?

a The Chinese Exclusion Act indicates the prejudice felt by many people in the United States in the late 19th century

b George Washington Carver and Ida B Wells demonstrated different methods of combating racial prejudice

c Granges and cooperatives demonstrated the strong sense of community many Americans felt in the 19th century

15 Which TWO of these questions asks for an essay that emphasizes the forces shaping how historians interpret the past?

a Explain why two historians might disagree about the federal government’s role in economic changes between 1816 and 1824

b Describe two ways historians have viewed the Monroe Doctrine’s purpose

c Analyze why the Era of Good Feelings ended so quickly

16 Which TWO of the following statements best express historical interpretations?

a By giving people shared experiences as fans, spectator sports promoted the blending

of diverse immigrants into Americans

b Globalization in recent years has caused historians to focus on European influences

on American culture in the late 19th century

c People today still read the works of Jack London and Stephen Crane

17 Synthesis requires combining information from multiple sources to answer a question or

draw a conclusion Which TWO of the following questions most clearly asks for an answer that uses synthesis?

a Use information from two different types of sources (print, statistical, visual, etc.) to explain why the West was more closely tied to the North than to the South by the 1850s

b Who, if anyone, are the modern equivalents of mountain men?

c In the mid-1800s, Great Britain had several large cities and no slavery Explain why the South was the U.S region least like Britain but more closely tied to it

d Why did Southerners refer to slavery as “that peculiar institution”?

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Part II Read Chapter 1 in the American Pageant and answer/define the attached questions and

terms Prepare for quiz on terms the second day of school (American Pageant, Chapter 1 is in a separate file.)

Directions: BEFORE reading Chapter 1 in the American Pageant 13th Edition textbook, please read the “College Board Concept Outline.” The “Overview” is the main idea of the Period 1: 1491-1607 The “Key Concept”

represents supporting themes, with the Roman Numerals (I, II, etc.) representing specific evidence to support the key concepts You are NOT expected to memorize this outline, but to review the information that will be covered in Period 1

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