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AP Summer Assignments AP Summer Assignments Dear AP student, Welcome! I am happy that you have decided to take AP U.S. History. Summer assignments are very important for an AP class as they provide a base of knowledge that you will need to build on throughout the year. You will be responsible for TWO (multi-part) assignments this summer. Please be sure to actively complete the assignments throughout your vacation. Break it up! Please note students will NOT be provided with A People’s History of the United States (Fourth Edition and Beyond). These assignments are due the first time that you are in AP U.S. History class. Materials Needed 1 book (A People’s History of the United States by Howard Zinn: Must Be purchased.) A People’s History Topics/Prompts Packet (Provided) Primary Source Packet (Provided) SOAPSTone Information Page (Explanation for Assignment)(Provided) Historiography Information Page (Provided) Assignment #1 You must read: Select Chapters of A People’s History of the United States by Howard Zinn. This book offers an interesting view of U.S. history, with most of the sources coming from “minor” players in the traditional narrative. Be sure to read the Historiography Information Page before reading the book. AND Take notes on the topics from each of the chapters. You will be able to use these notes on a TEST in September. These notes must be hand written and should be neat and organized. (Topics are located on a separate page). These notes will be checked for completion in September. Assignment #2 1. Read the primary sources located in the stapled packet. 2. Perform a SOAPSTone breakdown for each of the primary sources. (Directions on a separate page). This assignment can be typed, but it must be printed and handed in on the first day of school. Each letter should be answered using 2-3 sentences. Summer Advice 1. Buy the book A Peoples’ History (4th edition and beyond) early. It can be purchased at bookstores such as Barnes and Noble as well as online at websites like Amazon.com. 2. Please read the directions and information pages carefully. 3. Read the book and take notes in parts. Set goals for yourself and do not wait to the last minute. 4. Be sure to mark up the Primary Sources Packet (underline/highlight) 5. Please email me if you have any questions. I generally check my email at least once per day and will get back to you as soon as possible with a response. ONCE AGAIN, DO NOT BE AFRAID TO ASK QUESTIONS! 6. My Email: [email protected]. 7. The Lyndhurst High School website also contains my email address. Have a great, productive summer! Mr. Tessalone SOAPSTone Instructions (APCentral.com) Students need to recognize that any good composition, whether written, spoken, or drawn, is carefully planned. This composition has integral parts that work together in a complex and subtle arrangement to produce meaning. Originally conceived as a method for dissecting the work of professional writers, SOAPSTone provides a concrete strategy to help students identify and use these central components as a basis for their own writing. SOAPSTone (Speaker, Occasion, Audience, Purpose, Subject, Tone) is an acronym for a series of questions that students must first ask themselves, and then answer, as they begin to plan their compositions. Who is the Speaker? The voice that tells the story. Before students begin to write, they must decide whose voice is going to be heard. Whether this voice belongs to a fictional character or to the writers themselves, students should determine how to insert and develop those attributes of the speaker that will influence the perceived meaning of the piece. What is the Occasion? The time and the place of the piece; the context that prompted the writing. Writing does not occur in a vacuum. All writers are influenced by the larger occasion: an environment of ideas, attitudes, and emotions that swirl around a broad issue. Then there is the immediate occasion: an event or situation that catches the writer's attention and triggers a response. Who is the Audience? The group of readers to whom this piece is directed. As they begin to write, students must determine who the audience is that they intend to address. It may be one person or a specific group. This choice of audience will affect how and why students write a particular text. What is the Purpose? The reason behind the text. Students need to consider the purpose of the text in order to develop the thesis or the argument and its logic. They should ask themselves, "What do I want my audience to think or do as a result of reading my text?" What is the Subject? Students should be able to state the subject in a few words or phrases. This step helps them to focus on the intended task throughout the writing process. What is the Tone? The attitude of the author. The spoken word can convey the speaker's attitude and thus help to impart meaning through tone of voice. With the written word, it is tone that extends meaning beyond the literal, and students must learn to convey this tone in their diction (choice of words), syntax (sentence construction), and imagery (metaphors, similes, and other types of figurative language). The ability to manage tone is one of the best indicators of a sophisticated writer. A Peoples’ History Topic List Directions: You must read each chapter identified in A Peoples’ History of the United States. While reading, you should take notes on the following topics below. You will be able to use the notes for the test in September and on group presentations throughout the year. Remember, you are only reading TEN chapters of the book. Note: One of the challenges of AP U.S. History (APUSH) is the fact that there is a lot of content throughout the course. The AP test requires skills and content from the entirety of U.S. history. Therefore, this summer assignment will chronologically begin around 1900 and extend into the 1990’s. This will provide a strong foundation for content topics that we will analyze later in the school year. To keep these readings fresh, there will be group presentations throughout the year on them (these instructions will be given when you return to school.) Note: “History is always interpretative of the past. Factual events, such as the Battle of Saratoga, become significant through the interpretations given to them by contemporaries and by the historians and others who view them from the distance of time, whose worldviews and biases are usually quite different from those accepted when the events took place.” (APCentral.com) Note: A key component of history is historiography, or the study of historical writing. This will be a major focus of the class. Please be aware that this assignment requires you to read and analyze an historian’s (Zinn’s) interpretation of events. This year in AP U.S. History, you will be reading historical writings from a diverse group of historians. Chapter 12: The Empire and the People 1. Theodore Roosevelt’s views on expansionism and war 2. Henry Cabot Lodge and his role in U.S. imperialism 3. The open door policy in China 4. The Cuban Revolution 5. William McKinley’s thoughts on war with Spain 6. The Spanish-American War 7. The Philippine-American War Chapter 13: The Socialist Challenge 1. Emma Goldman’s views on the Spanish-American War 2. Taylorism 3. Triangle Shirtwaist Company Fire 4. Differences between the AFL and the IWW 5. The Socialist Party 6. The Niagara Movement 7. Criticisms of the Progressive Movement 8. The different definitions of liberalism Chapter 14: War is the Health of the State 1. Media portrayals of the war in England and Germany 2. W.E.B Du Bois’s view on World War I 3. The Espionage and Sedition Act 4. Eugene Debs 5. Protests against the war and the draft Chapter 15: Self-help in Hard Times 1. The local and national response to the Johnstown Strike 2. Immigration policies of the 1920’s 3. Marcus Garvey 4. Long-term causes of the Great Depression 5. Hoovervilles 6. Unemployment during the Depression 7. The Bonus Army March 8. You should be familiar with the following New Deal programs (NIRA, AAA, TVA, Wagner Act, Social Security) 9. How did African Americans fare under the New Deal Chapter 16: A People’s War 1. International Bank for Reconstruction 2. Control of the United Nations 3. Women’s increased militancy in the factories 4. The Smith Act 5. The bombings of Hiroshima and Nagasaki 6. Strikes after the war 7. Truman Doctrine 8. Joseph McCarthy 9. The Korean War 10. The Marshall Plan 11. Fidel Castro Chapter 17: “Or Does it Explode?” 1. African American Migration 2. Martin Luther King, Jr. vs. Malcolm X 3. The Scottsboro Boys Incident 4. NAACP 5. The immediate and long term impacts of Brown vs. Board of Education 6. Tactics used by Civil Rights groups 7. Segregation and Disenfranchisement of African Americans 8. The FBI vs. The Black Panthers Chapter 18: The Impossible Victory: Vietnam 1. The goal of the Vietminh 2. The goal of the United States 3. The National Liberation Front 4. Criticism of Diem’s regime in South Vietnam 5. The Gulf of Tonkin Incident and Resolution 6. The Massacre at My Lai 7. SNCC 8. The Pentagon Papers 9. The influence of the ‘people’ on ending the war according to Zinn Chapter 19: Surprises 1. Women working during World War II 2.
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