Mr. Fioriglio A p U s History Seaford H.S. Social Studies Dept.

AP US Summer Assignment

*Disclaimer* - There is a possibility that you will NOT be in AP US History in September

and/or Mr. Fioriglio will not be your teacher.

I. The Assignment:

a. Students are expected to read and outline chapters 1 and 2 from the textbook.

b. Students are to complete the Vocabulary and Questions for Chapter's 1, and 2 and

Vocabulary for Chapter 3

c. Students will answer the three Short-Answer Questions (SAQ) on the answer sheet

provided. (See SAQ - Dos and Don 'ts for instructions and on how to answer an SAQ)

The Vocabulary, Questions and SAQs for chapters 1, 2 and 3 will be collected on the first

day of school Vocabulary, Questions and the SAQ must be handwritten and in pen.

The Purpose: The reason for giving summer assignments is to help us complete the required

material for this course in time for the AP Exam in May and introduce you to AP level work.

This course is a survey of American history from the time of pre-Columbus to the

present and it is necessary to make everyday count.

The Test: Students will be tested on the material from chapters 1 and 2 on Friday, Sept. 9th.

It is important that you take notes on your own for each chapter and you keep up with the

assigned readings.

II. Grading

1. Quarterly grades are calculated on a point system. Each assignment is worth a certain

amount of points. To calculate your average, add the number of points accumulated divided

by the total number of points available.

ex. Homework assignments (ex. Chapter Vocabulary and Questions) are worth 15 pts. each

SAQ's are 25 points each

Tests are 100 points

III. Contacting Mr. Fioriglio

1. If you have any questions, you can email me at tfioriglio(®.maiI.seaford.kl2.nv.us

2. All assignments and notes will be posted on Edmodo.

If you have an Edmodo account, the 6 digit group code for AP US History is:

If you do NOT have an Edmodo account, simply go to www. Edmodo. com and click on

"Students" to register. Once registered, put in the 6 digit Group Code.

3. You will receive reminders and text messages from Remind

4. Follow on Twitter @figsapus

Name: AP US History

Mr. Fioriglio Seaford H.S.

Chap. 1 -Alien Encounters: Europe in the Americas (1492-1700), p. 18-47

Define/identify the following terms and concepts 1. joint-stock company-

2. House of Burgesses-

3. Mayflower Compact (1620)-

4. Great Migration (1630s)-

5. Toleration Act (1649)-

Identify the following people 6. Sir Walter Raleigh-

7. London Company-

8. John Smith-

9. Puritans-

10. William Bradford-

11. Squanto-

12. John Winthrop-

13. Roger Williams-

14. Anne Hutchinson-

15. Lord Baltimore-

16. DukeofYork-

17. Quakers-

18. William Penn-

Questions to consider

1. Describe the ways Native American and European cultures were similar to and different from each other when the Europeans invaded America in the 1500s.

2. Describe the religious views and social values of Massachusetts Bay Puritans and explain why Roger Williams and Anne Hutchinson posed a real threat to that colony.

Name_ AP US History

Mr. Fioriglio

Chap. 1 - Alien Encounters: Europe in the Americas (1492-1700), p. 18-47

Read p. 19-28 1. Describe the effects of European colonization of the Americas on Native Americans.

Read p. 29-45 2. Describe the reasons for English settlement in North America.

3. Describe why Roger Williams and Anne Hutchinson posed a "threat" to the Massachusetts Bay Puritans.

Name: AP US History

Mr. Fioriglio Seaford H.S.

Chap. 2 - American Society in the Making (1700-1750), p. 48-77

Define/identify the following 1. "seasoning"-

2. headright system -

3. indentured servitude-

4. slavery-

5. townmeeting-

6. triangular trade-

7. Bacon's Rebellion (1676)-

8. Half-way Covenant-

9. Leisler's Rebellion (1688)-

Identify the following people 10. William Berkeley-

11. James Oglethorpe-

12. Cotton Mather-

13. John Peter Zenger-

Questions to consider

1. Explain how Europeans who settled in England's North American colonies were "Americanized" by that experience. Write a statement that defines a colonial "American."

2. Compare and contrast the economic, political, and social features of life in the New England, middle, and southern colonies.

3. Explain why the religious fervor of New England Puritans declined after 1660. Show how the Salem witchcraft trials were related to this decline.

Name AP US History Mr. Fioriglio

Chap. 2 - American Society in the Making (1700-1750), p. 48-77

Read p. 49-62 1. What factors led to the growth of slavery in England's North American colonies.

2. Describe life in the Southern colonies.

Read p. 62-72 3. Describe life in the New England colonies

Read p. 72-76 4. Describe life in the Middle colonies.

Name: AP US History

Mr. Fioriglio Seaford H.S.

Chap. 3 -America in the British Empire (1650-1775), p. 78-109

Define the following 1. mercantilism-

2. salutary neglect-

3. Deism-

4. "no taxation without representation"-

5. virtual representation-

6. actual representation-

7. boycott-

Identify the following 8. Navigation Act (1650-1696)-

9. Great Awakening (1738-1742)

10. French and Indian War (1754-1763)-

11. Treaty of Paris (1763)-

12. Proclamation of 1763-

13. Stamp Act (1765)-

14. Declaratory Act (1766)-

15. Townshend Acts (1767)-

16. Boston Massacre (1770)-

17. Boston Tea Party (1773)-

18. Coercive/Intolerable Acts (1774)-

Identify the following people 19. George Whitefield-

20. Old Lights-

21.NewLights-

22. Jonathan Edwards-

23. Benjamin Franklin-

24. Patrick Henry-

25. Sons of Liberty-

26. Committees of Correspondence (1773)-

27. First Continental Congress (1774)-

Questions to consider.

1. Identify the basic beliefs and assumptions of the Enlightenment and the Great Awakening Evaluate their importance to colonial development.

2. Explain how the French and Indian War can be seen as a major cause of the American Revolution.

3. Explain how the Stamp Act, Townshend Acts, Tea Act, and the Coercive/Intolerable Acts led to an open breach between Britain and her North American colonies. Who is to blame for this breach?

Short-Answer Questions (SAQ) - Dos and Don'ts

What is an SAQ?

-SAQ's are 20% of the AP US History Exam

-There will be 4 SAQ's on the AP US Exam and you will have 50 minutes to answer all of them.

-Each question will have 3 parts and are worth 3 points total (1 point for each part).

What is an SAQ not?

-It is not an essay. No thesis is required. Long, sophisticated responses are not necessary.

How should I answer a SAQ?

-Label each part of the response - ex. (a), (b), and (c)

-Answer each task in order.

-Your response must stay within the box. Responses outside the box will not be read.

-Be specific. Use evidence (facts) to support your statement. Get to the point.

-Answers need to be in complete sentences. No bulleting information.

2015 AP® US HISTORY FREE-RESPONSE QUESTIONS

UNITED STATES HISTORY

SECTION I, Part B

Time—50 minutes

4 Questions

Directions: Read each question carefully and write your responses in the Section I, Part B: Short Answer booklet on the lined pages provided for that question.

Use complete sentences; an outline or bulleted list alone is not acceptable. You may plan your answers in this exam booklet, but no credit will be given for notes written in this booklet. Only your responses on the designated pages of the Section I, Part B: Short Answer booklet will be scored.

1. Answer (a), (b), and (c).

a) Briefly explain ONE important similarity between the British colonies in the Chesapeake region and the British colonies in New England in the period from 1607 to 1754.

b) Briefly explain ONE important difference between the British colonies in the Chesapeake region and the British colonies in New England in the period from 1607 to 1754.

c) Briefly explain ONE factor that accounts for the difference that you indicated in (b).

<?> 2015 The College Board. Visit the College Board on the Web: www.collegeboard.org.

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Sample Questions AP U.S. History Exam

Question 2 TRANS-ATLANTIC TRADB, EIGHTEENTH CENTURY

2. Using the map above, answer (a), (b), and (c).

a) Briefly explain ONE specific historical development that contributed to the emergence during the eighteenth century of the patterns depicted in the map.

b) Briefly explain ONE specific historical effect that resulted from the patterns depicted in the map.

c) Briefly explain ANOTHER specific historical effect that resulted from the patterns depicted in the map.

> 2014 The CoJlege Board 14

AP U.S. HISTORY EXAM

"The Columbian connection had a devastating effect on the indigenous human societies of the Americas. . . . New disease vectors suddenly introduced into the vulnerable populations of the New World began a sequence of horrific pandemics. Rapidly spreading infectious disease devastated indigenous peoples of the New World. It thinned their numbers, destroyed their institutions, and broke their resistance to Spanish aggression. . . . Demographic recovery after major pandemics was hindered by reduced fertility, stillbirths, and other physical effects, as well as by cultural depression, hopelessness, and malaise resulting from Spanish colonial domination."

John R. Richards, The Unending Frontier, 2006.

"The New World provided soils that were very suitable for the cultivation of a variety of Old World products, . . . The increased supply lowered the prices of these products significantly, making them affordable to the general population for the first time in history. The production of these products also resulted in large inflows of profits back to Europe, which some have argued fueled the Industrial Revolution and the rise of Europe. The Old World gained access to n e w crops that were widely adopted. . . . The improvement in agricultural productivity . . . had significant effects on historic population growth and urbanization."

Nathan Nunn and Nancy Qian, "The Columbian Exchange," 2010.

D * Using the excerpts above, answer parts a, b, and c.

a) Briefly explain ONE specific historical difference be tween Richards's and Nunn and Qian's interpretations.

b) Briefly explain how ONE specific historical event or development not explicitly mentioned in the excerpts could be used to support Richards's interpretation.

c) Briefly explain how ONE specific historical event or development not explicitly mentioned in the excerpts could be used to support Nunn and Qian's interpretation.

SAMPLE QUESTIONS

V CollegeBoard ©2015 College Board

QUESTION 1

/ P U.S. History Practice Exam 41

QUESTION 2

42 /P U.S. History Practice Exam

QUESTION 3

/P U.S. History Practice Exam 43