apush summer 2019 assignment packet · 2019-06-03 · both long -term and short -term causes and...

Name: ___________________________________________________________________

APUSH SUMMER 2019 ASSIGNMENT PACKET

DIRECTIONS:

Use the TEXTBOOK (chapters 1-16) and your PRIOR KNOWLEDGE of US History I to complete the following packet (starting on page 7 of 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 3-6). YOU are responsible for your assigned textbook- if you lose it or damage it, you will be given a book fine of approximately $100 to replace the text. You will be REQUIRED to sign the Book Contract acknowledging receipt of your assigned textbook and your responsibility for that book. You may NOT work together- all work MUST be independent in order to abide by the MRHS Honor Code (see Honor Code on the back of this page). 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 , the CLASS WEBSITE (APUSH 1920), and the MRHS WEBSITE (Summer Assignments). You may either handwrite your answers, or submit it electronically via Google Classroom. You are REQUIRED to register for the Google Classroom (APUSH 1920; class code aws7ul) and the class Remind (APUSH 1920; class code @hd292f). ALL work is due by the FIRST day of school (September 5, 2019) and will be counted as TWO TEST grades!

NO LATE WORK WILL BE ACCEPTED- NO EXCEPTIONS!!

CONTACT INFORMATION: Tara Domanich [email protected] 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.

mailto:[email protected]

MONMOUTH REGIONAL HONOR CODE Any student caught cheating (giving or taking information) related to class work, homework, tests, quizzes, research (both print or electronic) or any other academic task will be given a zero for that particular assignment. The classroom teacher will inform the subject supervisor of the incident and notify the parent/guardian, guidance counselor, and Principal. The guidance counselor will notify the case manager. The Principal will note the infraction in the student's record. This record will be made available to the National Honor Society. A conference will be held with the student, teacher, supervisor, parent or guardian. At that time the subject supervisor will advise both the student and the parent/guardian of the seriousness of the infraction, and students will be granted due process and have the opportunity to respond. Any additional incidences of academic dishonesty may result in loss of credit for the course. Examples of violation of academic integrity will include but not be limited to the following:

• Use of illicit aid on a test, quiz, examination or homework assignments. • Giving or receiving illicit aid on a test, quizzes, examination or homework assignment. • Copying from another student's work (exams, quizzes, examinations, homework, term papers, or

lab reports. • Gaining unauthorized access to computer accounts. • Submitting words, data or ideas of another without properly acknowledging the source. • Stealing, receiving, distributing or communicating examination or test materials. • Falsifying works or records. • Failure to adhere to MRHS policy statement on ethical computer use. • Falsifying or failing to give credit for sources in student portfolios. • Plagiarism in any form.

*** this information is also available on the Monmouth Regional High School website under the Student Handbook Link ***

APUSH SUMMER 2019-pg 3 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

CAUSE EFFECT Ideology:

• War Hawks • Continued belief that the US was not truly

independent from England

→ Ideology:

• Defeated the British a second time • Strong sense of nationalism

Politics:

• Native American presence on the Western front; aided by the British

→ Politics:

• 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)

Economics:

• Impressment of American sailors by the British

• Embargo Act (1807) • Disruption of trade/commerce

→ Economics:

• Rise of the Market Revolution • Increase of American industry and commerce • Economic independence for the US

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 2019-pg 4 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 2019-pg 5

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)

DEFINING CHARACTERISTICS

• Colonists identify themselves as English. • 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.

APUSH SUMMER 2019-pg 6 Historical Thinking Skill: Chronological Reasoning

When we are asked to use chronological reasoning, we place a variety of events in historical order. Although it might not seem important to know historical dates, the reality is that dates help us to conceptualize important trends. Understanding when and why things occurred is critical to understanding history. It would be impossible to practice many, if not all, of the historical thinking skills without the proper chronology of content. The purpose of the Chronological Reasoning graphic organizers is not only to practice placing a number of historical events in the correct order but also to understand how and why things occurred based on that order. For example, you may be asked to apply this historical skill to the Early National or Antebellum periods. This practice will help reinforce your knowledge of the given historical period and will encourage you to think about how these events relate to each other. At the top of the sample, you will notice 15 events. The specific events are jumbled up in no particular order. Notice on the sample that the date of each event is written next to it- you will have to complete this step on the actual organizers. You will then select 10 events to put in chronological order. The lines under the events are where you will demonstrate your ability to connect the different events, describing them and determining their causes and effects. SAMPLE 4

CHRONOLOGICAL REASONING- Rise of Nationalism

DIRECTIONS: on the lines, write the date that each of the fifteen events occurred. 1794 Jay’s Treaty 1772 Somerset Case 1781 Articles of Confederation (ratification) 1803 Louisiana Purchase 1812-1814 War of 1812 1797 Inauguration of Adams 1787 Northwest Ordinance 1814 Hartford Convention 1789 XYZ Affair 1791 Bill of Rights Ratified 1793 Neutrality Proclamation 1807 Embargo Act 1786 Shays’ Rebellion 1789 Inauguration of Washington 1808 Prohibition of slave trade DIRECTIONS: select TEN of the events from the box and place them in chronological order, first through tenth. Then on the lines, describe each event and determine their causes and effects in connect to the time period. 1st Event: Articles of Confederation 6th Event: Neutrality Proclamation

2nd Event: Shays’ Rebellion 7th Event: Jay’s Treaty

3rd Event: Northwest Ordinance 8th Event: Inauguration of Adams

4th Event: Inauguration of Washington 9th Event: XYZ Affair

5th Event: Bill of Rights 10th Event: War of 1812

DIRECTIONS: write a narrative in which you give a description of the events and explain how they relate to each other in a cause/effect manner.

The first constitution of America had weaknesses, and the main criticism of the government was that it could not deal with internal rebellions like Shays’ Rebellion. The Articles of Confederation did have some positives though- passage of both the Land Ordinance and the Northwest Ordinance dealt with the Northwest Territory. Eventually the Articles of Confederation gave way to a stronger federal government, and the country saw the ratification of the US Constitution and the inauguration of the first president- George Washington. The debate over the ratification centered around the adoption of the Bill of Rights. Two major issues in Washington’s administration concerned issues with the French and the British. The treaty with France, over opposition by the Jeffersonian Republicans, was nullified by the Neutrality Proclamation. Hamilton stressed the importance of continued trade with Britain, and the country entered into a treaty with the countries’ leading partner, Jay’s Treaty. Washington set the two-term limit, and his vice-president, John Adams, became the second president. Because of the treaty with Britain, the French wanted their own treaty so Adams sent delegates, who were rebuffed, which resulted in the XYZ Affair. The continued impressments of American sailors by the British led to the War of 1812.

APUSH SUMMER 2019-pg 7 Name: _______________________________________________________

CAUSATION- European Exploration


→ Ideology:

Politics:

→ Politics:

Economics:

→ Economics:

Most Important and Why? Cause: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Effect: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Least Important and Why? Cause: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Effect: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

APUSH SUMMER 2019- pg 8 Name: _______________________________________________________________

PERIODIZATION: European Exploration

Start Date/Event: ______________________________________________ Why? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ End Date/Event: ________________________________________________ Why? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


APUSH SUMMER 2019- pg 9 Name: ____________________________________________________________

European and American Indian Cultures (Comparison Skill)

DIRECTIONS: use the summer readings and your previous knowledge of US History to compare and contrast European and American Indian Cultures.

Reasons For Similarities: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Reasons for Differences: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

APUSH SUMMER 2019- pg 10 Name: ______________________________________________________

CHRONOLOGICAL REASONING- Colonial America

DIRECTIONS: on the lines, write the date that each of the fifteen events occurred. __________ Founding of Massachusetts __________ First Navigation Act __________ Seven Years’ War __________ Albany Plan of Union __________ Great Migration __________ First Great Awakening __________ Pontiac’s Rebellion __________ Founding of Jamestown __________ Founding of Maryland __________ Walking Purchase __________ King Philip’s War __________ Salem Witch Trials __________ Bacon’s Rebellion __________ Zenger Trial __________ Half-Way Covenant DIRECTIONS: select TEN of the events from the box and place them in chronological order, first through tenth. Then on the lines, describe each event and determine their causes and effects in connect to the time period. 1st Event: ______________________________ 6th Event: __________________________________

2nd Event: ______________________________ 7th Event: __________________________________

3rd Event: ______________________________ 8th Event: __________________________________

4th Event: ______________________________ 9th Event: __________________________________

5th Event: ______________________________ 10th Event: __________________________________


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APUSH SUMMER 2019- pg 11 Name: _______________________________________________________

CAUSATION- English Colonization


→ Ideology:

Politics:

→ Politics:

Economics:

→ Economics:



CAUSATION- Growth of Colonial America


→ Ideology:

Politics:

→ Politics:

Economics:

→ Economics:


APUSH SUMMER 2019- pg 13 Name: _________________________________________________________

COMPARISION: New England and Chesapeake


_______________ ______________________


CHRONOLOGICAL REASONING- American Revolution

DIRECTIONS: on the lines, write the date that each of the fifteen events occurred. __________ Bill for Establishing Religious Freedom __________ Publication of The Wealth of Nations __________ Battle of Saratoga __________ Vermont bans slavery __________ Intolerable Acts __________ Battles of Lexington and Concord __________ Treaty of Paris __________ First Continental Congress convenes __________ Phillipsburgh Proclamation __________ Boston Massacre __________ First National Census __________ Declaration of Independence __________ Stamp Act Congress __________ Common Sense published __________ Townshend Acts passed DIRECTIONS: select TEN of the events from the box and place them in chronological order, first through tenth. Then on the lines, describe each event and determine their causes and effects in connect to the time period. 1st Event: ______________________________ 6th Event: __________________________________

2nd Event: ______________________________ 7th Event: __________________________________

3rd Event: ______________________________ 8th Event: __________________________________

4th Event: ______________________________ 9th Event: __________________________________

5th Event: ______________________________ 10th Event: __________________________________


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CAUSATION- French and Indian War


→ Ideology:

Politics:

→ Politics:

Economics:

→ Economics:



CAUSATION- American Revolution


→ Ideology:

Politics:

→ Politics:

Economics:

→ Economics:


APUSH SUMMER 2019- pg 17 Name: ___________________________________________________________

COMPARISION: Loyalists and Patriots


_______________ ______________________


CHRONOLOGICAL REASONING- Early 19th Century

DIRECTIONS: on the lines, write the date that each of the fifteen events occurred. __________ Indian Removal Act __________ Nullification Crisis __________ Second Great Awakening __________ Second Bank of the United States __________ Monroe Doctrine __________ “Manifest Destiny” phrase coined __________ Economic Panic __________ Telegraph invented __________ Trail of Tears __________ Missouri Compromise __________ Invention of the Cotton Gin __________ Dorr War __________ Adams-Onis Treaty __________ Fulton’s Steamboat navigates the Hudson __________ Dartmouth College v. Woodward River DIRECTIONS: select TEN of the events from the box and place them in chronological order, first through tenth. Then on the lines, describe each event and determine their causes and effects in connect to the time period. 1st Event: ______________________________ 6th Event: __________________________________

2nd Event: ______________________________ 7th Event: __________________________________

3rd Event: ______________________________ 8th Event: __________________________________

4th Event: ______________________________ 9th Event: __________________________________

5th Event: ______________________________ 10th Event: __________________________________


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CAUSATION- Election of 1800


→ Ideology:

Politics:

→ Politics:

Economics:

→ Economics:



PERIODIZATION: Era of Good Feelings




CHRONOLOGICAL REASONING- Reform Movements

DIRECTIONS: on the lines, write the date that each of the fifteen events occurred. __________ Female Moral Reform Society organized __________ Brook Farm established __________ Denmark Vessy’s slave conspiracy __________ The Liberator first published __________ American Colonization Society founded __________ Uncle Tom’s Cabin published __________ Harriet Tubman escapes slavery __________ Slave uprising on the Creole __________ Nat Turner’s Rebellion __________ American Anti-Slavery Society founded __________ Gabriel’s Rebellion __________ Great Britain abolished slavery __________ American Temperance Society founded __________ An Appeal to the Colored Citizens of the World __________ Seneca Falls Convention published. DIRECTIONS: select TEN of the events from the box and place them in chronological order, first through tenth. Then on the lines, describe each event and determine their causes and effects in connect to the time period. 1st Event: ______________________________ 6th Event: __________________________________

2nd Event: ______________________________ 7th Event: __________________________________

3rd Event: ______________________________ 8th Event: __________________________________

4th Event: ______________________________ 9th Event: __________________________________

5th Event: ______________________________ 10th Event: __________________________________


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COMPARISION: First and Second Great Awakenings


_______________ ______________________


PERIODIZATION: Era of Reform




CHRONOLOGICAL REASONING- Civil War Era

DIRECTIONS: on the lines, write the date that each of the fifteen events occurred. __________ “Bleeding Kansas” __________ Kansas-Nebraska Act __________ Emancipation Proclamation __________ Mexican-American War __________ Inauguration of Hayes __________ Ku Klux Klan established __________ Assassination of Lincoln __________ Wilmot Proviso __________ Fugitive Slave Acts __________ Dred Scott Decision __________ Homestead Act __________ First Battle of Bull Run __________ 13th Amendment __________ Feminist organization splits __________ National economic depression DIRECTIONS: select TEN of the events from the box and place them in chronological order, first through tenth. Then on the lines, describe each event and determine their causes and effects in connect to the time period. 1st Event: ______________________________ 6th Event: __________________________________

2nd Event: ______________________________ 7th Event: __________________________________

3rd Event: ______________________________ 8th Event: __________________________________

4th Event: ______________________________ 9th Event: __________________________________

5th Event: ______________________________ 10th Event: __________________________________


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CAUSATION- Manifest Destiny


→ Ideology:

Politics:

→ Politics:

Economics:

→ Economics:



CAUSATION- American Civil War


→ Ideology:

Politics:

→ Politics:

Economics:

→ Economics:



COMPARISION: First and Second Wave Immigration (1620s and 1840s)


_______________ ______________________


COMPARISION: North and South on the Eve of the Civil War


_______________ ______________________


PERIODIZATION: Secession Movement




CAUSATION- Radical Reconstruction


→ Ideology:

Politics:

→ Politics:

Economics:

→ Economics:



COMPARISION: South Before and After the Civil War


_______________ ______________________


PERIODIZATION: Era of Reconstruction



APUSH Book Contract-Summer 2019

Student Name: _________________________________________________________________________ Assigned Book Number: _________________________________________________________________ I acknowledge receipt of my assigned A People and a Nation 8th edition textbook for the AP US History Course. I understand that it is my responsibility if the textbook is lost or damaged and that I will be fined accordingly. I understand that this will be my assigned textbook for the entire 2019-2020 school year. I understand that it is my responsibility to cover the textbook. I understand that if I decide to drop the AP US History course, it is my responsibility to return the textbook to Mrs. Domanich. This must be done in person- the book may NOT be left in an office or classroom. Its return must be acknowledged by Mrs. Domanich. Student Signature: ______________________________________________ Date: ______________

apush summer 2019 assignment packet · 2019-06-03 · both long -term and short -term causes and...

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