AP US HISTORY CLASS INFORMATIONAL MEETING- JUNE 2017 Welcome to APUSH!! This class does not start in September- it startsNOW! We will be learning all of the US II material (to be completed by Winter Break) AND reviewing everything you learned in US History I (to be completed by the end of April). This is a COLLEGE LEVEL course so be ready to work and work hard! IT IS CHALLENGING!! You will have a TEST the first few days back from summer break!!
Everything done in class will mirror the way the AP Exam is set up, including the readings, the homework assignments, the essays (including DBQs), and the tests. You will need both strong analytical skills as well as strong writing skills and an in-depth knowledge of US history to succeed in this course.
The AP U.S. History Exam is 3 hours and 15 minutes long and includes both a 105- minute multiple choice/short- answer section and a 90- minute free response section. Student performance on these four parts will be compiled and weighted to determine an AP Exam Score. All of the questions on the exam are designed to measure students’ achievement of the thematic learning objectives and use of the historical thinking skills. Students’ understandings of all nine periods of US History will be assessed.
# OF QUESTIONS
% OF TOTAL EXAM SCORE
Part A: Multiple Choice
Part B: Short-Answer
Part A: DBQ
Part B: Long Essay
The Concept Outline
APPROXIMATE PERCENTAGE OF…
4, and 5
Historical Thinking Skills
Analyzing Historical Sources and Evidence (primary and secondary sources)
For more information about the AP course or Exam, visit the College Board website.
APUSH CLASS EXPECTATIONS AND SUMMER ASSIGNMENT 2017 Over the summer you will complete a 120 page reading assignment and a 55 page historical thinking skills packet that accompanies the readings. The packet is ALL analytical fill-in questions. This will be a review of US History I Pre-Columbian through the Reconstruction Period.
By now you should have all received an invitation to join the Google Classroom APUSH 1718. You need to accept that invitation to view the Summer Reading TextAND the Summer Assignment Packet. If you have NOT received an invitation, you need to send me an email so that I can add you to the roster.
ALL work is to be done INDEPENDENTLY, both over the summer and throughout the school year. This is not a collaborative activity- students who do not submit independent work may be in violation of the Monmouth Regional High School Honor Code and may be subject to its penalties.
The packet will be graded as a TEST grade and is due the FIRST day of school, NO EXCEPTIONS!!Do not wait until the last week of vacation to start this assignment- it is LONG and if you are doing it correctly, it will take you a while to complete.
Also prepare for an in-class test the first week of school on your knowledge of US History I material (Pre-Columbian through Reconstruction Periods). This will count as a second TEST grade for the first marking period.
I hope you enjoy your summer- we will hit the ground running on the very first day of class in September!! We will review all of the US I material AND cover all of the US II material by the middle of APRIL in preparation for our AP Exam in the beginning of May!!
Be prepared for a DAILY QUIZ question about your knowledge of US History; these will count towards a WEEKLY QUIZ grade. We will also have a regular quiz approximately ONCE a week- quizzes will be short-answer or essay. The UNIT TESTS will be approximately every 2-3 weeks and will be accompanied by a LENGTHY UNIT GUIDE that will be graded as a QUIZ. Expect to have HOMEWORK EVERY NIGHT- most assignments will require approximately 60-90 minutes so plan your time accordingly. The class will also engage in numerous SEMINARS, DEBATES, and SIMULATIONS. Additionally, we will complete the term paper requirement, which is a 10-12 page research paper!!
Rest up and enjoy the summer!! If you have any questions over the summer about the assignments, I have included my email address below. Remember- the packet is due the FIRST DAY OF SCHOOL!! Mrs. Domanich’s email: firstname.lastname@example.org All of the samples and graphic organizers in this packet have been reproduced from the following source:
Irish, John P. Historical Thinking Skills: A Workbook for US History. New York, NY, Norton & Company Inc., 2015.
APUSH SUMMER 2017 ASSIGNMENT PACKET DIRECTIONS: Use the READING TEXT and your PRIOR KNOWLEDGE of US History I to complete the following packet (starting on page 10of this packet). The graphic organizers in this packet reinforce the key historical thinking skills that are essential to the APUSH course and exam. See the sample graphic organizers that have been completed for you as examples (pages 2-9).
You may NOT work together- all work MUST be independent in order to abide by the MRHS Honor Code.
All work MUST be original in order to abide by the MRHS Honor Code- you may NOT copy/paste from an electronic or any other source.
This work is available on Google Classroom (APUSH 1718), the CLASSWEBSITE (APUSH 1718), and the MRHS WEBSITE (Summer Assignments). You may either print the packet and handwrite your answers, or you may submit it electronically via Google Classroom.
ALL work is due by the FIRST day of school (September 5, 2017) and will be counted as a TEST grade!
NO LATE WORK WILL BE ACCEPTED- NO EXCEPTIONS!!
All of the samples and graphic organizers in this packet have been reproduced from the following source:
Irish, John P. Historical Thinking Skills: A Workbook for US History. New York, NY, Norton & Company Inc., 2015.
APUSH SUMMER 2017-pg 2
Historical Thinking Skills: Causation When we are asked to identify the historical causation of an event, we are, essentially, being asked to identify the events that led up to the historical event under investigation as well as the results of the historical event under investigation. There can be both long-term and short-term causes and effects. Long-term events are those events that are further away from the historical even under investigation, and short-term events as those events that are more immediate to the historical event under investigation.
The purpose of these Causation graphic organizers is to investigate the causes and effects of different events in American history. On the surface it may appear easy to identify different causes and effects, however, upon closer examination, it might be surprising to see certain events having stronger causal connections than others. It is also important to practice identifying long-term versus short-term causes and effects and evaluating the most and least important causes and effects of historical events.
The sample graphic organizer has been completed in order to serve as a model. Notice that there is a variety of ways in which the causes and effects can be investigated, such as Ideology, Politics, and Economics.
SAMPLE 1 CAUSATION- War of 1812
Continued belief that the US was not truly independent from England
Defeated the British a second time
Strong sense of nationalism
Native American presence on the Western front; aided by the British
Death of the Federalist Party
Removal of British presence in North America (forts finally evacuated)
Rise of Andrew Jackson on the national stage (Battle of New Orleans)
Most Important and Why? Cause:Economics- lack of trade prohibited the country from growing like it needed to
Effect:Ideology- growth of nationalism led to many other developments and led to the Era of Good Feelings.
Least Important and Why? Cause:Politics- Native Americans were not a real threat
Effect:Politics- Federalists were strong, but other political parties took their place quickly
APUSH SUMMER 2017-pg 3
Historical Thinking Skills: Comparison When we are asked to compare things, we are being asked to identify similarities and differences among the things under consideration. Similarities are the characteristic that they have in common, that is, the characteristics that are shared between the two things. Differences are the characteristics that are unique to any particular thing: in some cases, these characteristics can be contradictory to other characteristics.
The purpose of these Comparison graphic organizers is to analyze how similar and different certain historical topics are within their historical contexts. On the surface, it may appear that different topics have no similarities or differences; but upon further inspection, we often see that, indeed, many historical topics are more complex than we realized. But recognizing the similarities and differences is only the beginning of these graphic organizers’ purpose. They ask us to dig deeper into our observations and to move from observation to evaluation. We should evaluate why there are similarities and differences between the two historical topics under observation.
The sample has been completed in order to serve as a model. In this sample, the two topics under investigation are the Federalists and the Democratic-Republicans. The sample demonstrates the difference ways in which the two political parties might be compared. It is not important that you identify EVERY detail of the topics’ similarities and differences; instead, come up with a few of the major ones, identify those on the Venn Diagram, and be as specific and clear as possible.
SAMPLE 2 Federalists and Democratic-Republicans, 1792-1824 (Comparison Skill) DIRECTIONS: Compare and contrast the Federalist and Democratic-Republican beliefs/actions between 1792 and 1824. European and American Indian Cultures.
Reasons For Similarities:
Both groups took part in the Revolution at various levels and believed strongly in the American cause.
Both groups believed in the weaknesses of the Articles of Confederation (AC) and that it needed revising.
Reasons for Differences:
Both groups had different groups of political support.
Different visions of Federalism.
Different visions of the balance between state and federal government.
APUSH SUMMER 2017-pg 4 Historical Thinking Skills: Periodization When we are asked to define a historical period, we are asked to determine specific start and stop dates of events for the period under investigation. Many historical periods do not have clearly defined beginnings and endings; therefore, the task of defining the period is an important one and leads to much debate within historical scholarship.
The purpose of these Defining the Period graphic organizers is to investigate when important periods in American history begin and end. Each worksheet has a broad historical period about which you are asked to determine when that period begins and ends. In other words, is there some specific historical event or date that you believe defines the beginning and ending of the period? In addition to determining the beginning and end dates, you will also be asked to provide specific details that help define and contradict the historical period.
The sample organizer has been completed in order to serve as a model. This sample focuses on the beginning and ending of Colonial America. There is probably less disagreement about when this historical period began; however, there might be some debate about when this historical period ended. After you have chosen your start and stop dates, you will first create a list of specific details that define this time period and then create a separate list of specific details that contradicts them. So for example, in Colonial America, defining characteristics might include things like the colonists’ dependency on England. However, there are contradictory characteristics, such as the emergence of a unique American identity.
SAMPLE 3 PERIOD: Colonial Era Start Date/ Event: 1607 Why?? Founding of Jamestown, the first permanent English settlement in North America.
End Date/Event: 1763 Why?? End of the French and Indian War; Proclamation of 1763 issued (ended Salutary Neglect)
Colonists have the same rights and privileges as English citizens.
They see themselves as being distinct from Europe though.
Politically and financially the colonists are dependent on England.
End of the French and Indian War changes the relationship between the colonists and England.
End of salutary neglect.
Beginning of taxes.
Before the war, there is an emergence of a unique “American identity.”
APUSH SUMMER 2017-pg 5 Historical Thinking Skill: Turning Points When we are asked to determine a turning point, we are being asked to determine how a single event brought about significant change in history. This is different from determining and event that brought about change over time, which normally requires us to consider multiple events and gives us a defined time period (i.e. How did the growing sectionalism lead to changes within American society from 1820 to 1860?). Determining a turning point focuses on a single event (i.e. How did the Kansas-Nebraska Act lead to the American Civil War?)
The purpose of these Turning Points graphic organizers is to explain the historical context of each of the three events and then determine which one of the events constitutes a turning point in American history. These graphic organizers prompt us to discuss what history was like before and after this particular event, helping us to confirm whether this event is, in fact, a turning point.
The sample has been completed in order to serve as a model. The three events under investigation are the Compromise of 1820, the Compromise of 1850, and the Election of 1860. The general topic of this particular set of event is the American Civil War. The sample first asks us to determine specific details of each of these three events, establish the historical context of each of them, detailing the who, what, when, where, and why of each event. Then, it asks us to select one of the events as the most important. In order to be able to articulate an argument for why you selected the event, is also will be important for you to articulate why you did not chose the other two. In other words, what is it about the event you selected that separates it from the other two? Why are the other two not your preferred choices, or less persuasive than the one you selected? Last, the sample asks us to provide some specific details as to what history was like both before and after the event.
SAMPLE 4 TURNING POINTS: Compromise of 1820; Compromise of 1850; Election of Lincoln DIRECTIONS: give specific historical details (who, what, where, when, why) about these three events.
Compromise of 1820
Also known as the Missouri Compromise.
Admitted Missouri as a slave state and Maine as a free state.
Established the 36’30 parallel as the boundary for slavery (only applied to the Louisiana Purchase)
Compromise of 1850
Result of the Mexican War.
Admitted California as a free state.
Utah and New Mexico were allowed to decide the issue of slavery using popular sovereignty.
Stricter Fugitive slave law.
Election of Lincoln
Abraham Lincoln was elected as the first Republican president in 1860.
DIRECTIONS: select ONE of the three events you believe was a TURNING POINT in American history, then describe what it was like BEFORE and AFTER that event. America before the:Election of Lincoln
Compromise was possible.
Both North and South were willing to give up some ground.
Political parties had been around for awhile- similar visions.
America after the:Election of Lincoln
New guard vs. old guard.
Compromise was no longer possible.
South Carolina voted to secede before the election is official.
Civil War divides the nation.
APUSH SUMMER 2017-pg 6 Historical Thinking Skill: Continuity and Change Over Time When we are asked to identify continuity and change over time, we are being asked to identify a series of events over a distinct time period in history. Normally these events are centered on a specific theme with defined start and end dates within a period of American history.
The purpose of these Continuity and Change over Time graphic organizers is to investigate a series of events, place them in chronological order, then determine whether there was either more continuity or change during that historical period. When we are asked about continuity and change over time, there is almost always a significant change within the period under investigation. As with all of the graphic organizers in this book, there are no right or wrong answers. They will hopefully provide you with opportunities to articulate arguments for class discussions.
The sample has been completed in order to serve as a model. Notice that there are a variety of ways in which continuity and change over time can be investigated. For instance, in the sample, there is a timeline with clearly defined start and stop dates. Sometimes these dates will be specific, such as 1783 to 1856. 1783 was the end of the American Revolution with the signing of the peace treaty, and in 1856 was the Kansas-Nebraska Act. Other timelines might have arbitrary start and stop dates; they may contain, for example, 1800 to 1850, which may represent specific events or may just represent a 50 year period. Try to provide 10 specific events for that time period. Once you have established a solid set of specific vents, then identify three of the most important events for helping determine change or continuity. Identify these events, and then from that set, pick one as the critical event that led to a significant change within the historical period under investigation. From there you will need to identify what life was like before and after the event.
SAMPLE 5 CONTINUITY AND CHANGE OVER TIME: Rise of Sectionalism in America (1820-1861)