US HISTORY I

* The following site will help you organize your Work Cited page or Reference List page: [NEW]

Welcome to US History I Honors! Amity Regional Schools offers preparation for the AP United States History exam through the study of American history over the course of two academic school years.

In order to prepare for the AP United States History exam students will need to read and take notes on various chapters in The American Pageant textbook, become informed about important primary source documents on human rights, and be exposed to the views of Enlightenment philosophers on government and society.

My expectation is for the summer readings and assignments to be done over the course of the summer. Summer work will count for a total of three test grades toward the first marking period grade: an examination over the five [5] reading chapters = 1 test grade, written research = two [2] test grades and an in-class essay = one [1] test grade.

All summer work is due on the first day of school . . . late work will not be accepted for any reason.

* Students should not leave this work to the final week of summer recess.
* STUDENTS WILL NOT USE WIKIPEDIA OR ENCYCLOPEDIAS FOR THEIR RESEARCH

All summer work [Reading notes and Research writings] is due on the first day of school: Tuesday, September 1, 2009 in a pocket-style folder. Work must be 100% completed to be considered finished and ready to be graded. Partial work WILL NOT be accepted.

A student WILL receive a ZERO if any part of the summer work is not completed or turned in on the first day of school: 09/01/09

SPECIAL NOTE: Student summer work is due regardless if student attends the first day of school If a student cannot attend the first day of the school year – summer work is STILL DUE. Students work may be placed my mailbox in the main office of Amity High School or mailed to Amity Regional Senior High, 25 Newton Road, Woodbridge, CT 06525 c/o Ms. Rebecca Hastings [Postmark must be marked BEFORE due date -- not the due date -- and I will NOT accept E-mail for these assignments].

Be sure to read to end of page [#1, #2, #3, #4] -- items #2, #3, #4 will be typed. Notes for #1 may be hand-written or typed.

Summer Readings in The American Pageant textbook and Assignments:

#1. Students WILL read and take detailed notes for the following chapters: [Please skim Chapter One -- no notes required]

a. Chapter 2: The Planting of English America, 1500-1733
b. Chapter 3: Settling the Northern Colonies, 1619-1700
c. Chapter 4: American Life in the Seventeenth Century, 1607-1692
d. Chapter 5: Colonial Society on the Eve of Revolution, 1700-1775
e. Chapter 6: The Duel for North America, 1608-1763

1. Preview the assigned chapter -- view the headings, read captions of charts, maps, political cartoons AND think about application of the chapter's quote to the information presented. When chapter notes are completed write an explanation of how the QUOTE relates to the content of the chapter.

Special Note: Students are expected to read and present notes on the additional sections of "Makers of America" and "Varying Viewpoints" within the assigned chapters.

2. Note taking: For each section of writing . . . create a question out of the heading provided. Take notes answering this question -- this allows you to READ with a purpose rather than blindly reading the textbook. At the end of a section, students should be able to answer the question created.

Students PLEASE remember . . . the notes for Chapters 2-6 will be resources for your preparation an examination in August AND just as important -- for the AP test at the end of USII AP.

If you do not take detailed notes you will be forced to go back and re-do these chapters NEXT year for the AP test. Therefore . . . avoid skimping on this aspect of the summer work!!

EXAMPLE: Chapter 2 -- page 25: First heading is: "England's Imperial Stirrings" . . . possible question: "What were the Imperial stirrings?" or "Why did England have imperial stirrings?"

3. Students ARE expected to take notes on the sections MAKERS of AMERICA and VARYING VIEWPOINTS if these sections are presented in a chapter.

SPECIAL NOTE: Students will have an examination based on the material presented in these five [5] chapters during the first week of the 2009-20010 school year.

#2. Students will research the rights presented in the following primary source documents:

iii. Please organize the rights listed by GROUP HEADINGS created from your research.

iv. Group Headings such as but not restricted to: individual rights, economic rights, legal rights, etc.

v. Indicate which rights have connections to American heritage [US Constitution or Bill or Rights].

vi. Demonstrate sound analytical judgment – rather than simply presenting a carbon-copy or regurgitation of the document. Do not LIST every single right presented -- use an organizational chart to demonstrate your understanding of the rights.

#3. Students will research the Enlightenment Thinkers -- select three [3] of the following four [4] philosophers to research.

a. Voltaire
b. John Locke
c. Baron de Montesquieu
d. Jean-Jacques Rousseau

PART ONE: Write a short biography of each philosopher – one-page limit in bullet format – use columns to maximize space, one-inch margins and size 12-font. [Birth, Education, Family Life, Demise]

PART TWO: Identify the key assertions of each philosopher. Please provide quotes from the philosopher’s own writings to demonstrate your assertions of their work for the following areas:

Special Note: Students should not expect to find these areas listed for them within the writings of the philosophers.

Rather . . . students will conduct independent analysis to form an opinion concerning the philosopher and his beliefs.

Student work will use parenthetical references and MLA WORKS CITED lists for activity #3. For assistance on documentation skills, please see my Web page Ms. Hastings for US History I on the High School’s Internet page.

#4. Students will identify the key concepts of the opening chapter of Thomas Paine's "Common Sense":

Introduction to the Third Edition -- Read and BRIEFLY take notes on the essence of Paine's introduction.
Of the Origin and Design of Government in General, with Concise Remarks on the English Constitution
Read the first section of "Common Sense" listed here "Of the Origin and Design of Government in General, with Concise Remarks on the English Constitution.
Students are asked to IDENTIFY the aspects of this section of "Common Sense" that connect with your research on the Enlightenment Philosophers and the primary documents Magna Carta, Petition of Rights, and English Bill of Rights. Perhaps create a chart listing your selected researched philosophers and the primary documents -- identify the passages from "Common Sense" that you can see relate to your previous research.

** PLEASE REMEMBER: Students will not use Wikipedia or basic Encyclopedias for Honors Level research.

Special Note: Students are encouraged to E-mail me for assistance or questions at RJH265@aol.com

Please identify who you are in the subject space or the E-mail will not be opened. Please note: I will be on vacation from August 1-20 – sans technology – so plan accordingly.

6. During the first week of the school year, an in-class essay will be written on the Enlightened Thinkers.