|Advanced Placement United States History
Vista Murrieta High School
Welcome to Mr. Daarstad’s or Mr. Hanson’s A.P. United States History class. This class will be an intensive one year study of U.S. history from discovery to present. Because this class is similar to a college freshmen-level course, students should expect, for example, that the reading and writing load will be heavier than most high school history classes. With that in mind, it requires seriously committed students who are willing to work far above the level required in a “regular” high school history class. To that end we have prepared a summer assignment that will ensure that you are adequately prepared for the rigors of this course from day one. It is your responsibility to work on this assignment over the summer and come to school in August 2014 with the assignment 100% completed. Failure to do so may result in you being dropped from the class, more than likely it will result in an extremely low grade on the first quiz and exam. Lastly, to ensure that everyone does their own work, the summer assignment must be handwritten. You have the requirements and the assignment, go to it, and DON'T GET BEHIND!
Feel free to email us at anytime if you have any questions or concerns!
TEXT: (You may check the book out from the school library): Norton, et. al, A People & A Nation (7th edition)
AP US History Summer Assignment
The following assignments constitute your summer study for A.P. U.S. History. All assignments are due the 1st day of class.
1) ID/Sigs, Chapter 1
Please use the format that follows. For each ID, you must include two significances.
A. Identification—The ID is the traditional definition of the term. Who? What? When? Why? Always list the date when applicable.
B. Significance—This is the importance of an event or person. This may represent a far more encompassing concept or pattern. Included in the Significance would also be the effects of the event or person.
SIG verbs: represents, demonstrates, illustrates, is evidence of, is an example of, symbolizes, indicates.
Black Robes Black Robes was a name given to Jesuits by the Indians, who were committed to converting nonbelievers
to Christianity. They arrived in New France and set up settlements near Quebec around 1625. They learned to allow the natives to have Catholicism added to their traditional customs without extracting from their culture.
Sig: 1. They built a strong relation with the natives that allowed customs and knowledge to be passed
between each group.
2. The French were able to create a strong alliance with the natives to have their support in
conflicts against other countries.
Chapter 1: Three Old Worlds Create a New, 1492-1600
Terms and Events
5. Dual-sex principle
6. Hundred Years’ War
9. Columbian Exchange
14. A Brief and True Report
1. Christopher Columbus
2. John Cabot
3. Hernán Cortés
2) The Strange Death of Silas Deane
To help you understand that history is not simply “what happened in the past,” you are to read “The Strange Death of Silas Deane,” the prologue to After the Fact: The Art of Historical Detection by James Davidson and Mark Lytle. The prologue can be found on Mr. Hanson's website under AP USH Summer Assignment Stuff or on Mr. Daarstad's website under AP US History (AP Summer Work). Once you have read the story of Silas Deane, please answer the following questions. Be prepared to share and apply what you have learned on the first day of school.
1. Explain why the authors believe that the view that “history is what happened in the past” is, in their words
, a “profoundly misleading” view of history. Do you agree with their view?
2. How do the authors define the word history?
3. Identify and give examples from the reading the 6 general tasks the historian must face if he/she is to produce history.
A. Determining which topic to write about
B. Locating materials on the topic
C. Selecting materials from among available sources
D. Analyzing available materials on the topic
E. Determining relationships among selected data.
F. Presenting data and analyses in a coherent and intelligible manner.
4. “The Strange Death of Silas Deane” is a secondary historical source. What makes it a secondary source? What is a primary source? Did the authors use any primary sources to help them write the story? If so, please identify any primary source they used.
3) Free Response Questions:
The following are examples of AP USH Free Response Questions (FRQ's) asked on the national exam. Your task this summer is to outline a response for EACH of the following questions. Use the FRQ outline format found on either Mr. Hanson's website under AP USH Important Information or on Mr. Daarstad's website under AP US History (AP Summer Work). The FRQ's account for 55% of your section II score, so becoming familiar with how to structure them is extremely important. Pay close attention to each prompt and be sure to develop a thesis that ANSWERS THE QUESTION!
With the dawn of the 16th century, there came together in Europe both the motivation and the means to explore and colonize territory across the seas.
Discuss this statement with references to the following:
4) Contact Worksheets:
Analyze the effects of the Columbian Exchange (the interchange of plants, animals, and diseases between the Old World and the New World) on the population and economy in the period 1550 to 1700.
You are to download from either Mr. Hanson's or Mr. Daarstad's website two charts: Three Worlds, Three Cultures and Columbian Exchange. Complete both of these over the summer to help you understand the origins of our nation’s history.