Homework Page—Mrs. Ouillette

Class	Summer
AP US History	Work on your summer projects. See the assignment below.
Honors Early US History	Work on your summer projects. See the assignment below.
Global Studies

Honors American History Summer Assignments

2008--2009--Ouillette

Honors American History is a course that requires students become proficient in understanding, analyzing, and utilizing primary source documents. Primary source documents allow students to acquire their own interpretation of American History and experience events through their reading. Your summer assignment will begin to prepare you for this new style of learning about American History.

Summer Assignment: Students will research a historical era that they will be studying in depth next year. Each student will be responsible for finding five primary/literary source documents (excerpts are fine) from their era of choice that exemplifies a historical concept, a historical event, a reaction to or a perception of a historical event, or other pertinent information. Then students will prepare at least two questions for each document/excerpted document that expect the reader to understand the significance of the document and how it relates to the historical era of choice. After each set of questions, students will explain why the document was chosen and therefore why the questions they created are good questions to ask the reader. Students will be graded according to how well they demonstrate an understanding of the historical era through their choice of documents and corresponding questions/explanations (an example is provided).

Steps to completing your summer project:

1. Choose a historical era from the list below.

2. Research your era of choice.

3. Study the era, and understand the important themes/concepts/historical figures/significant events.

4. Research/find five primary or literary sources that relate to the significant information in the chapter.

5. Formulate the questions based on your understanding of the importance of your historical era.

6. After each set of questions, explain why the document was chosen and why the questions are good questions to ask the reader given the important /concepts/historical figures/significant events in the chapter.

Students must choose from the following list of historical eras:

The Planting of English America (1500-1733)

Settling the Northern Colonies (1619-1700)

American Life in the Seventeenth Century (1607-1692)

The Duel for North America (1608-1763)

Colonial Society on the Eve of Revolution (1700-1755)

The Road to Revolution (1763-1775)

The American Revolution (1775-1783)

The Confederation and the Constitution (1776-1790)

Launching the New nation (1789-1800)

The Triumphs and Travails of Jeffersonian Democracy (1800-1812)

The War of 1812 and the Upsurge of Nationalism (1812-1824)

The Rise of Jacksonian Democracy (1824-1830)

Jacksonian Democracy at Floodtide (1830-1840)

The South and Slavery (1793-1860)

Manifest Destiny and its Legacy (1841-1848)

Renewing the Sectional Struggle (1848-1854)

Drifting Towards Disunion (1854-1861)

Examples

Era—Road to Revolution

Document(s) 1—British and colonial accounts of the Boston Massacre (you would attach these documents)

Where do the two accounts differ?
Where the two differ, to which account would you give greater credence?

Explanation: With an understanding of the Boston Massacre, the student should know that the British account of the Boston Massacre was very different from the colonial account. Therefore the questions should focus on the differences between the British account and the colonial account. The second question would require the reader to contemplate the political/economic/social motivations behind the reactions before drawing their own conclusions. These two questions require the students to understand that the Boston Massacre was an important event, not because it was a “massacre” (because it was not), but because it was an event that Patriots could use to further their cause by exaggerating British culpability.

Document 2--Declaration of Resolves of the First Continental Congress (you would attach this document)

1. What action did the delegates to the First Continental Congress pledge to take if their grievances were not redressed by the British Parliament and King George III?

2. What is significant about this pledge of concerted action in relation to the road to the American Revolution?

With an understanding of the events that precede the meeting of the First Continental Congress, students should understand that although the Patriots were fed up, the colonies were not yet ready to declare their independence. In the Declaration of Resolves, the delegates form what was called “The Association.” This meant that the colonies would unite in boycotting all British goods if their grievances were not addressed. This is significant because it shows that the colonies were serious about wanting a redress for their grievances and were ready to take action if they were ignored. The Association was also significant because it demonstrated unity in action, which the colonies lacked in the past and would need in a future war for independence. Therefore, these questions are appropriate because they require the reader to understand an important event and theme in the chapter.

Other Tips

· If you can, choose an era of interest from the list of possible choices.

· Remember that primary sources may include not just documents (treaties/proclamations, laws/acts, etc.), but also speeches, pictures, political cartoons, newspaper articles, editorials, and letters (not just from prominent historical figures but also average Americans living at the time). Varying your sources will make your project more interesting.

· When formulating your questions, keep in mind the significance of the time period you are studying, and relate the questions to important themes or concepts from the era.

· DO NOT WAIT to complete this assignment

· Borrow a textbook from me before you leave for the summer.

Format:

--Students will be handing in 5 primary/literary sources and at least two questions that correspond to each document. After each document/set of questions, students should provide a brief explanation as to why the document is significant in relation to the themes/events (etc.) of the era, and why the questions they formulated were therefore appropriate.

If you have any questions, see me before the end of the 2007-2008 school year. For questions throughout the summer, contact the school and I will get back to you as soon as possible (I will be traveling at various intervals throughout the summer). This project will be due on the first day of school and is compulsory. I look forward to sharing with you a challenging study of early American History next year.

--Mrs. Ouillette

Name_______________________________________

2007 Honors US History Summer Assignment Grade

CATEGORY	4	3	2	1
Completion (x 9)	5 primary sources (or excerpts) were included with two corresponding questions and the project was handed in on time.	4 primary sources (or excerpts) were included with two corresponding questions and the project was handed in on time.	3 primary sources (or excerpts) were included with two corresponding questions and the project was handed in on time.	2 primary sources (or excerpts) were included with two corresponding questions or the project was not handed in on time.
Choice of Documents (x 4)	All documents chosen contained important themes, perspectives, ideas, or other significant information.	Most documents chosen contained important themes, perspectives, ideas, or other significant information.	Few documents chosen contained important themes, perspectives, ideas, or other significant information.	Student had significant difficulty choosing appropriate documents for this assignment.
Questions (x 6)	All formulated questions demonstrated an in-depth knowledge of the significance of an historical event, concept, historical figure, or theme	Most formulated questions demonstrated an in-depth knowledge of the significance of an historical event, concept, historical figure, or theme	Few formulated questions demonstrated an in-depth knowledge of the significance of an historical event, concept, historical figure, or theme	Student had significant difficulty formulating appropriate questions for each document.
Explanations (x 6)	A thorough and accurate explanation of why each document is significant and why the questions were formulated was given for each set.	A thorough and accurate explanation of why each document is significant and why the questions were formulated was given for most sets.	An accurate explanation of why each document is significant and why the questions were formulated was mostly given.	Explanations made no sense or were difficult to understand.

Comments:

Grade:______________

AP U.S. History Summer Assignment:

AP Study Guide: Each student of AP History will be required to create a study guide for students taking the AP test. The study guide will focus on a particular chapter in the American Pageant: The study guide must contain:

· A summary page (can be more than one page) that includes a list of the major events and their corresponding dates, key historical figures, and major themes of the chapter.

· Notes that correspond with the chapter in the textbook.

· At least four primary/literary source excerpts that support your chapter (may include documents, letters, political cartoons, etc.) and corresponding questions for each source (questions should get at the significance of the primary/literary source as well as the historical era).

· Self-test: Include AP-level multiple choice and essay questions(questions do not have to be self-made, but be sure to cite your sources if you have consulted professional test-makers).

These study guides will be used by your fellow classmates to prepare for the take-home tests and the AP exam next May. In a sense, this is a team project, because each of you will be helping the rest of the class prepare. Please put the appropriate amount of effort and time into this assignment so that all students may benefit (as you will from their guide).

The “take-home” chapters:

· Chapter 23—Political Paralysis in the Gilded Age

· Chapter 24—Industry Comes of Age

· Chapter 25—America Moves to the City

· Chapter 26—The Great West and the Agricultural Revolution

· Chapter 37—The Cold War Begins

· Chapter 38—The Eisenhower Era

· Chapter 39—The Stormy Sixties

· Chapter 40—The Stalemated Seventies

· Chapter 41—The Resurgence of Conservatism

This assignment will be due when you return. If you have any questions throughout the summer, contact me via email and I will respond as soon as I can. Remember as you complete these assignments that your hard work will pay off when you take your AP exam.

Name_______________________________________

AP US History Summer Assignment—AP Study Guide

CATEGORY	4	3	2	1
Summary	Thorough and accurate lists of all major events, themes, and historical figures were provided that allow the reader to gain an in-depth overview of the historical era.	The summary included all components, leaving out only a few of the major events, themes, or historical figures.	The summary did not contain several key events or historical figures, or omitted more than one of the major themes from the chapter.	The summary was lacking most of the key events, historical figures, and themes from the chosen chapter or contained several inaccuracies.
Notes	Thorough, accurate, and well organized notes were provided for the learner.	Notes were thorough and accurate, but were not well organized.	Notes were not thorough enough to sufficiently prepare a learner for an A take-home test.	Notes were not complete or difficult to understand.
Primary Sources	4 primary source excerpts were included with corresponding questions that contained important information. All formulated questions demonstrated an in-depth knowledge of the significance of an historical event, concept, historical figure, or theme	Most of the 4 documents chosen contained important themes, perspectives, ideas, or other significant information. Most formulated questions demonstrated an in-depth knowledge of the significance of an historical event, concept, historical figure, or theme	One of the 4 documents chosen contained important themes, perspectives, ideas, or other significant information. Just a few of the formulated questions demonstrated an in-depth knowledge of the significance of an historical event, concept, historical figure, or theme	Fewer than 4 primary sources were included.
Self-Test	AP level multiple choice questions and an essay question was included that would greatly help the reader prepare for the take home and AP Exam.	Multiple choice questions and an essay question was included that would help the reader prepare for the take home and AP Exam	An essay question was included, but the number of multiple choice questions was inadequate.	The self-test would not aid the reader in any way in preparation for the AP exam.

Comments:

Grade:______________